Student Guide

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Venice Globalization Spring 2015 lnternational Program University

Student guide

1 2 General Information 4 What is VIU 12 School of Humanities and Social Sciences Globalization Program Internships and Mobility Open Lectures Seminars and Summer Schools Web Community 12 VIU Campus 14 Spring 2015 Courses 16 Courses Spring 2015 Course descriptions Summer Schools 2015 Spring 2015 Seminars Fall 2015 Courses 128 City Libraries 134 Weekly Schedule 136 Academic Calendar 138 Index Index of courses Index of names 142 Notes 150 VIU Member Universities and Staff

The information contained in this booklet can be found on the Internet at www.univiu.org/shss/ /globalization-program The web site is periodically updated.

General Information What is VIU

Venice International University (VIU) is something unique in the international academic panorama: a group of Universities from differ - ent countries sharing a common campus on the beautiful island of San Servolo, in the Venice lagoon. All involved in jointly creating mul - tidisciplinary programs that go beyond the traditional divisions in separate disciplines and educational structures (faculties, depart - ments, schools etc.) in order to face the present global challenges: _ sustainable development, to reduce environmental deterioration, avoid the destruction of non- renewable resources and encourage the use of renewable ones; _ climate change, to contrast global warming and avoid the related extreme events that cause serious economic and social damage; _ population ageing, and all the social, economic and health issues that it brings with it; _ urban growth, with the forecast of 75% of world population living in cities by the year 2050; _ global ethics, for greater tolerance in view of the migration flows on the planet; _ the preservation of cultural heritage, which is being subjected to forces that risk damaging it or destroying it forever. Research in these global topics requires a different kind of preparation than in the past. Students at VIU learn to move across cultures and disciplines under the guidance of Professors from all over the world, with a flexible approach, an open mind and creative thinking. The Universities that form VIU range from the Far East (Universities of Tongji and Tsinghua in China, Waseda University in Japan) to the Far West ( Boston College and Duke University in the USA, INRS Québec, Canada) passing through the Mediterranean and Europe ( Tel Aviv University in Israel, the European University at St. Petersburg in Russia, Ludwig-Maximilians-Universität München in Germany, Université de Lausanne in Switzerland, Università degli Studi di Padova and the Venetian Universities of Ca’ Foscari and Iuav in Italy). The study programs are defined collegially: the Board of Directors, headed by the President, Ambassador Umberto Vattani, sets out the strategic outlines, and the Academic Council, led by the Dean, Professor Agar Brugiavini, articulates and applies them in two yearly terms. The courses are taught in English by Professors from the differ - ent Member Universities. Venice, with its lagoon, its islands and its mainland, is a living labora - tory which is also very fragile, with an extraordinary cultural and envi -

4 ronmental heritage, and the perfect setting for studying the various aspects of the global challenges that the contemporary world forces us to deal with. VIU offers its support for research programs involving the various Universities that form its network, and develops specific programs for advanced training. For example, in a program supported by the Italian Ministry of Environment, approximately ten thousand Chinese officials have received advanced training during the first ten years of the program on topics linked to environmental sustainability, an issue of strategic importance for China and for the entire world community. VIU has always considered art and architecture as vital instruments for both social and economic growth. That is why each year VIU organ - izes exhibitions during the Venice Biennale, and hosts permanent works of art by renowned artists on its Campus. VIU also encourages the application of new information and communication technology to Art and Architecture, making use of the enormous potential pre - sented by the present and the past of Venice: through its Multimedia Laboratory, a collaboration of Duke University and Iuav , VIU provides students from the Humanities with special training in the use of the latest digital visualization tools applied to cultural heritage. Thanks to cooperation agreements with UNESCO and the Council of Europe, VIU participates in programs with these important organizations, in par - ticular regarding the valorisation of Venetian routes in the Mediterranean and in the world. VIU is present in many worldwide University Networks, such as the Global University Summit , the Coimbra Group , the Alexander von Humboldt Association and the Associations of Victorian Studies of Great Britain, North America and Australasia. Three important Italian public institutions are also part of VIU: the Province of Venice, the Ministry of Environment and the National Research Council (CNR). The Italian Ministry for University Education and Scientific and Technological Research formally recognized the Venice International University consortium as an international center of higher education and research by Ministerial Decree on 23 October 1997.

5 School of Humanities and Social Sciences crossing borders educating towards world citizenship

Today’s globalized world needs flexible minds, able to move across disciplines, capable of tackling contemporary challenges with innova - tive humanistic approaches; recognizing the importance of environ - mental and economic sustainability and natural and cultural heritage; understanding, communicating and working with people from other cultures. VIU’s School of Humanities and Social Sciences provides a response in this direction, promoting academic cooperation among partner universities from around the world, through academic pro - grams, internships, seminars, workshops and conferences. In particu - lar, the School provides students with an intense educational experi - ence in Venice, in multicultural contexts, where global and compara - tive approaches are privileged, integrating the study of human her - itage, creativity and imagination with the study of social relations and institutions. The School draws from the expertise acquired since 1997, by the VIU Joint multicultural Semester Program, by the first editions of the VIU Globalization Program and by the VIU Research Centers on Environmental Management and Sustainable Development (TEN) and Economic Innovation (TeDIS). Its main activities are: the Globalization Program, Internships, Summer Schools and Intensive Seminars, Public lectures, Co-curricular Activities, Conferences and the Web Community.

The Globalization Program is the flagship of the School of Humanities Globalization Program and Social Sciences and brings together talented, motivated students from the 13 member universities in a truly multicultural, international and interdisciplinary environment. Each semester over 100 students participate in the program as part of their degree in their home uni - versity. The interdisciplinary courses are English-taught by professors from the member universities. The program provides a powerful learning experience in which stu - dents develop their capacity for critical thinking and creative problem solving. Students of the Globalization Program are thus more pre - pared for graduate and professional study and for careers in new and emerging fields Students choose from a course offering of 18-20 courses in the following three topic areas:

Venice & Italy: courses that showcase Venetian and Italian life, cul - ture, art and history: 1. History of Venice 2. Italian Contemporary History in Films

6 3. Art and Architecture in Renaissance Venice 4. Italian Fashion and Design 5. Italian for Foreigners

Cultures Of The World: courses that examine the cultures of the world; courses that make the most of the intercultural classroom: 6. Intercultural Communication 7. Gender Studies 8. Comparing East and West

Global Challenges: courses that address current, global issues, prefer - ably from an interdisciplinary perspective: 9. Identity, Heritage and Globalization 10. Globalization, Ethics, Welfare and Human Rights 11. Global Governance for Peace and Security, Cooperation and Development

Two specialization tracks are also offered, one in Fall and one in Spring: Economics, Management and Digital Technologies applied to Cultural Heritage (Fall semester) Environmental Management and Sustainable Development (Spring semester) Additional courses, on offer for one semester only are taught by visit - ing professors from member universities.

The Globalization Program is a 15-week credit only program. Courses Academics are 40-hours long (except Italian for Foreigners : 56 hours) and recog - nized for credit by member universities. Attendance is compulsory; a mid-term break allows independent travel in Italy and Europe. Courses have 20-25 students to facilitate group work and student pre - sentations.

All Member Universities recognize Globalization Program courses for Credit recognition credit. Each University defines the procedures by which courses are approved and how they can be inserted into a student’s degree pro - gram. Request further information about credits by writing to: [email protected] If you encounter difficulties in receiving credits for courses, please contact the Assistant Dean for assistance.

7 Any student currently registered at one of VIU’s member Universities Admissions (both at Undergraduate and Graduate level) is eligible to apply for and participate in VIU activities. Exchange students registered at Ca’ Foscari, Iuav and Padova universities are also eligible to apply for the VIU Program. Credits are recognized by home universities as the courses in the program may be regarded as equivalent to courses offered by Ca’ Foscari, Iuav and Padova. All student taking Italian for Foreigners must register for and complete at least two other full term courses.

You can apply through one of VIU’s member Universities through the following contact people: _ Boston College: Larry Pickener , [email protected] _ Duke University: Susan Pratt , [email protected] _ European University of St. Petersburg: Natalia Mazur , [email protected] _ Institut National de la Recherche Scientifique: Dalida Poirier , [email protected] _ Ludwig-Maximilians-Universität: Claudia Wernthale r, [email protected] _ Tel Aviv University: Hava Shani , [email protected] _ Università Ca’ Foscari Venezia: Alvise Perosa , [email protected] / *Elisa Gamba , [email protected] (Università Ca’ Foscari Venezia - Erasmus students only) _ Università degli Studi di Padova: Giovanna Valenzano , [email protected] _ Università Iuav di Venezia: Giorgio Gianighian , [email protected] _ Tongji University Sino-Italian campus: Sara Ovidi , [email protected] _ Tsinghua University: Yi Liu , [email protected] _ Université de Lausanne: Antoinette Charon Wauters , [email protected] _ Waseda University: Maho Yoshikawa , [email protected]

Or you may contact VIU offices directly: [email protected] Students from Ca’ Foscari, Iuav and Padova (including exchange stu - dents) must also contact their student secretariat where they should register VIU courses within two weeks from the beginning of VIU’s academic semester.

8 If you are currently registered at one of VIU’s member universities and Online registration for courses already know which courses you would like to take, you should pre- register and register for courses through on-line forms that are avail - able at: www.univiu.org/globalization

Students must be regularly enrolled in their home university and Tuition fees must pay regular tuition fees to their home university. No further fees are paid directly to Venice International University.

Orientation is provided at the beginning of semester. Logistics Accommodation is available on campus on the Island of San Servolo, situated in the Lagoon of Venice just 10 minutes by boat from Piazza San Marco. VIU also assists students in finding accommodation in apartments in Venice.

A rich variety of Co-curricular activities further enhances the educa - Co-curricular Activities tional mission of the program, through cross-cultural games, social events, lectures, weekly movie screening, creativity projects, day trips and site-visits to the most important venues and sites of Venice and its hinterland, and locations related to the courses.

VIU provides internship opportunities, mobility and scholarships to Internships and Mobility students of the member universities who attend the Globalization Program. Following the semester of courses at VIU, selected students are offered internships at research centers, universities, cultural organizations and companies in Italy and abroad. Each semester VIU publishes two calls for applications for the Internship and Mobility Program:

1. Internships worldwide For students in the second year of their Master’s degree, who intend pursuing research for their Master’s thesis in themes related to the Globalization Program. Successful applicants attend the semester of courses at VIU and compete for internships abroad, supported by scholarships.

9 Internships Worldwide (Cultural Heritage) _ Museum of Contemporary Art (MOCA), Shanghai, China _ Tongji University, UNESCO WHITRAP Institute, Shanghai, China _ Tel Aviv University, Israel _ Istanbul Bilgi University, Istanbul, Turkey

Internships Worldwide (Sustainable Development): _ Tongji University, Shanghai, China _ Tsinghua University, Beijing China _ United Nations Environmental Project (UNEP) Bangkok, Thailand _ Waseda University, Tokyo, Japan _ Duke University, Durham (NC), USA _ Universitat Autònoma de Barcelona, Observatori de la Urbanització, Barcelona, Spain

2. Internships in Italy For undergraduate and master’s students, including exchange stu - dents at Ca’ Foscari, Iuav and Padova, who are attending the semester at VIU and who are interested in gaining practical experience and familiarity with working life and organizational dynamics of some of the most important research centers, companies and institutions active in the fields of Management of Cultural Heritage and Sustainable Development in Venice and throughout Italy.

Internships in Italy (Cultural Heritage): _ UNESCO Venice Office _ Peggy Guggenheim Collection, Venice _ La Biennale di Venezia, Venice _ Fondazione Musei Civici, Venice _ Polymnia - M9 Museum, Mestre-Venice _ CNR-Italian National Research Council, Rome _ Comune di Venezia, Venice _ Associazione Culturale Italo-Tedesca, Venice _ Centro Tedesco di Studi Veneziani, Venice _ VELA Spa, Venice

10 Internships in Italy (Sustainable Development): _ CNR-Italian National Research Council, Rome _ UNESCO Venice Office _ Galileia s.r.l., environmental engineering and consultancy, Padua _ eAmbiente, environmental management consultancy, Venice _ Comune di Venezia, Venice _ Agire - Venice Energy Agency, Mestre-Venice _ Valcucine – kitchen manufacturer, Pordenone _ Magis - furniture manufacturer, Quarto D’Altino _ Enel, Public utilities, Rome Scholarships are awarded to selected students in order to contribute to the costs of international travel and accommodation. For further information: [email protected]

The Globalization Program is the impetus for an original reflection on Open Lectures globalization within an international network that involves researchers, policy-makers, entrepreneurs, cultural institutions and regional institutions of the countries represented at Venice International University. Each semester VIU invites guest speakers to address topical themes at the Opening Ceremonies of the semesters and during the VIU LECTURES series.

VIU’s School of Humanities and Social Sciences coordinates a series of Seminars and Summer Schools intensive seminars and summer schools in collaboration with the member universities. Seminars are open to VIU students who can register for them up to one month before the beginning. Please contact: [email protected] or [email protected]

A virtual network of present and past students and professors is Web Community developed through a blogging platform www.viublogs.org, the Venice International University Community group on: www.elearning.univiu.org and www.flickr.com/photos/univiu.

11 VIU Campus

VIU academic and administrative offices are located in the main Classrooms and offices building near the entrance of the island, where there are also fully equipped classrooms and seminar rooms.

The VIU Card (available from Front Office) provides access to library, Computer facilities computer and photocopying facilities. and photocopying The PC Room is open to all VIU professors and students, 24 hours a day. PCs are connected to the Internet and have the suite of Microsoft Office programs installed. There are also work stations for laptops and Wi-Fi is available. VIU also has a highly advanced Apple Mac Computer Lab for integrat - ing digital technologies in the academic courses. The 3D modeling, visualization, and mapping technologies installed enable students to engage with questions of change over time and dynamic process in urban and rural environments. The programs available include 3D modeling using SketchUp, 3D acquisition using Photogrammetry, interactive mapping with Google Earth, Scalar, and the basics of arcGIS related to Google Earth. There are four photocopiers in the VIU main building (Library, zone 6, zone 7).

There are residential halls with over 200 places on the island of San Housing and dining Servolo. There are also laundry facilities, a cafeteria which is open every day for breakfast, lunch and dinner and a bar (opening hours 8.00 – 18.00).

The VIU Library catalogue is online at: http://library.univiu.org Libraries and Resources The VIU Library is in the main building and the collection includes ref - erence books, textbooks, dictionaries, reviews, magazines and a collec - tion of DVDs. The Library is open for lending from Monday to Friday (check notice board for hours). Course materials are available through VIU e-learning platform: elearning.univiu.org, where professors upload materials, resources and assignments for their courses. Access is restricted to registered students. VIU students also have access to libraries and facilities in Venice. This guide includes a list of libraries in Venice including opening hours, location and resources available.

12 The location chosen for the School, Venice, offers to non-Venetian stu - Venice dents the opportunity of temporarily living in a world heritage city, with a great concentration of arts, architecture and history. Having been a great merchant city and a political myth, and, at the same time, a capital of Humanism and a Literary Myth, it is the perfect place for the school and its mission. But it is not only the signs of the past, which make Venice interesting for the School. The city is a living machine in a unique setting, based on water, which represents an alternative urban and social concept, which spreads on a variety of islands in the lagoon and the estuary and in the mainland. The city offers the possibility of experiencing contemporary chal - lenges of environmental and economic sustainability and the effects of global traveling, providing resources and opportunities of fieldwork for various kinds of courses, considering also its role as administrative capital of the most dynamic industrial region of Italy, as site of one of the most important World Film Festivals and as growing center of international contemporary arts exhibitions. Through its activities and collaborations, the School also intends to contribute to the cultural and political debate on this extraordinary metropolitan area.

13 Italy Cultures of The World Global Challenges

History of Venice Intercultural Communication Identity, Heritage Luca Pes, Ludovica Scarpa, and Globalization Venice International University Università Iuav di Venezia Deborah Levenson, pag. 18 pag. 37 Boston College pag. 56 Art and Architecture Gender Studies in Renaissance Venice Deborah Levenson, Globalization, Ethics, Richard Schofield, Boston College Welfare and Human Rights Università Iuav di Venezia pag. 43 Francesca Coin, pag. 20 Università Ca’ Foscari Venezia Comparing East and West pag. 59 Venice and the Republican Agostino De Rosa, Tradition. Self-Governance and Università Iuav di Venezia Global Governance Empire in Ancient and Modern pag. 46 for Peace and Security, Political Philosophy Cooperation and Development Günter Zöller, Literature and the City: Ilja Richard Pavone Ludwig-Maximilians-Universität A Global Perspective Consiglio Nazionale pag. 23 Elana Gomel, delle Ricerche Tel Aviv University pag. 64 Italian Contemporary History pag. 52 in Films Luca Pes, Venice International University pag.26

Italian Fashion and Design TBD

Italian for Foreigners – beginner, intermediate, upper intermediate levels Massimo Brunzin (coordinator) , Valentina Facen and Claudia Meneghetti, Venice International University pag. 29

14 Spring 2015 Courses

Sustainable Development Additional courses and Environmental Management

Globalization, Environment Coastal Wetlands, Lagoons Principles of Economics and Sustainable Development and Estuaries: Environmental for Non-Economists (i) Ignazio Musu, Ilda Mannino, Monitoring and Management Kirill Borisov, Yulia Vymyatnina, Venice International University Sonia Silvestri, European University pag. 70 Duke University at St. Petersburg pag. 95 pag. 109 Introduction to Economic Growth (i) Introduction to Satellite Remote Good Decision Making Kirill Borisov, Yulia Vymyatnina, Sensing of Coastal in Uncertain World: Introduction European University at St. Environments to Normative Decision Theory (i) Petersburg Sonia Silvestri, Kazuhisa Takemura, pag. 79 Duke University Waseda University pag. 104 pag. 112 Globalization and Competitiveness: Psychology of Decision Making Global Value Chains in Complex World: Introduction Stefano Micelli, Giulio Buciuni, to Behavioral Decision Theory (i) Università Ca’ Foscari Venezia Kazuhisa Takemura, pag. 82 Waseda University pag. 113 Cities, Global Change and Sustainable Development Science Fiction Margherita Turvani, and Postmodernity Università Iuav di Venezia Elana Gomel, pag. 87 Tel Aviv University pag. 118

Law and Liberty. Political Freedom in the Modern Tradition Günter Zöller, Ludwig-Maximilians-Universität pag. 121

Courses History of Venice – S1501 Luca Pes Venice International University

Course description Luca Pes , Venice International Various things make Venice a place of particular interest: the fact that University it was built on water and marshland; the way its inhabitants shaped B.Sc. (Econ.) in History and the Lagoon and managed the environment; the relationship with Government (LSE), (Laurea) B.A. in History (Ca’ Foscari), Ph.D. in Italian Byzantium and the East; the way it became the capital of a merchant Studies (Reading). Assistant Dean empire; its role as a center of the printing industry, art production and and Director of the SHSS at VIU, Humanism; its development into a city of pleasure; the sudden loss of where he teaches every semester independence; the 19th Century cultural myth of its death; its rebirth since the beginning of academic with the Risorgimento of Italy; the creation of a new urban order, from activities in 1997. Also Professor of the industrial port of Marghera to the beach resort at the Lido; the Modern and Contemporary History at the Faculty of Philosophy of San great social transformations of the 1950’s-1970’s, leading to a ‘Greater Raffaele University in Milan. Taught Venice’ crisis; its tendency to become a “theme-park”; the way the city Urban and Contemporary History at still presents an alternative notion of urban space. the Faculty of Regional Planning of The course covers all of these themes through interactive lectures and Iuav and Contemporary History at Ca’ a wide use of multimedia sources (images, videos, music), with a view Foscari. Published mostly on Venetian to providing a broad introduction to ways of looking at the history of 19th-20th Century Cultural and Social History, on the Methodology of Local this unique place. The main focus will be on the relationship between and Urban History and of the environmental setting, the morphology of the city, and its social Contemporary History. Research and life and political institutions. The course will include site visits teaching interests include Cinema (Ghetto, Ducal Palace, Mose and the Industrial Port). and History, and Contemporary Students are expected to actively contribute to the class, through one Italian Society. oral presentation, and a final research paper, developing themes of personal interest, in agreement with the Professor. Topics can range from Literature to Economics, from Law to Cinema. Past themes have included: Venice and the Fourth Crusade, Venetian Courtesans, The Life of Casanova, The Bostonians in Venice, Fascist Architecture in Venice, Venice in the History of Mass Tourism. Group work mixing nationalities will be encouraged. Research papers must include bibliographical references and notes. Students are also expected to study a text (such as Gherardo Ortalli and Giovanni Scarabello, A Short History of Venice, Pacini Editore 1999; but an alternative text may be chosen with the professor’s agree - ment) and discuss it individually with the professor.

Syllabus Venetian stereotypes Origin Narratives The Invention of the Lagoon The Construction of the City Rise of Venice 726-1204

18 Expansion of Venetian Trade and Power 1204-1453 Decline and Fall 1453-1797 The Venetian Experience “Death” and Risorgimento of the City Venice: industrial city Rise of Greater Venice Unfinished Greater Venice Venice as Living City? Perspectives

Evaluation method 60% individual oral discussion of a text, oral presentations in class, participation in class discussions 40% written research paper

Readings (all available in the reading-room and in bookstores)

Main text, which all students are expected to read: Gherardo Ortalli and Giovanni Scarabello, A Short History of Venice , Pacini Editore 1999 – by far the best very brief and reliable chronological synthesis, widely available (and reasonably cheap), by two scholars from Ca’ Foscari University.

Other suggested texts Elisabeth Crouzet Pavan, Venice Triumphant: the Horizons of a Myth , The Johns Hopkins University Press 2005 – top French scholar on Medieval Venice deconstructs the myth and recounts the history up to 1797: excellent and up-to-date, best recent book. Frederic Lane, Venice. A Maritime Republic , The Johns Hopkins University Press 1973 – the classic synthesis on the History of Venice, which rightly keeps being reprinted. Lane has been the most outstanding US economic and social historian on Venice (esp. Renaissance): very reliable and clear. Margaret Plant, Venice. Fragile City 1797-1997 , Yale University Press 2003 – by far best book in English on Venice post-1797. It is very up- to-date and encompasses politics, culture and architecture. The author is Professor Emeritus in Art History in Melbourne, Australia.

19 Art and Architecture in Renaissance Venice – S1502 Richard Schofield Università Iuav di Venezia

Course description Richard Schofield, Università Iuav di The course intends to explore Venetian and Veneto Architecture from Venezia the middle of the Quattrocento to the death of Palladio. It starts with (Laurea) B.A. in Greek and Latin and introduction to the terminology needed with which to speak Literature, History and Philosophy (Oxford); MA and PhD in Art History about architecture; then it passes to a tour around the Venetian (Courtauld Institute, London). Empire ending up at Padova and S. Marco in Venice, intended to show Professor of Architectural History at what it was the great Venetian architects used as sources for their IUAV. Previously taught Art History at architecture: at Pola, the Arco dei Sergi and the Amphitheatre; at Nottingham University, where he Spalato, the palace of Diocletian with its mausoleum and temple; at was Head of the Department of Art Verona the Arco dei Gavi, the Arco dei Borsari, the Arco di Giove History and Curator and Director of the University Art Gallery. Among Ammon and the Amphitheatre. In Venice it starts with the architec - other things, published on Bramante ture of Bartolomeo Bon (Porta della Carta, porta di SS Zanipaolo, per - and Milan and Lombardy in the haps the Gate of the Arsenal) arriving at the Ca’ del Duca, then passes Renaissance; on the debates on the on to consider the buildings built by and attributed to the Lombardo façade of the Duomo in Milan in workshop; the presbytery of S. Giobbe, S. Maria dei Miracoli, Palazzo 1582-1682; on Giovanni Antonio Gussoni and the Cappella Gussoni in S. Leo; including the question of Amadeo; on Pellegrino Tibaldi; on the Four Books on Architecture by Andrea the atrium of S. Giovanni Evangelista. After which comes an examina - Palladio; on the Scuola Grande di San tion of Codussi’s contribution, particularly the palazzo corner Spinelli Marco in Venice. Translated Vitruvius and Vendramin Calergi, and his most important churches of S. Michele in English (Penguin). in Isola and S Zaccaria. There will be a discussion of the splendid Scuola Grande di S. Marco built by both Pietro Lombardo and Mauro Codussi. The arrival of Sansovino in Venice marks a break-point in the city with respect to the use of sources deriving strictly from the Venetian Empire and marks the moment when antique Roman and early Cinquecento Roman sources were brought en masse to the city; the effects become immediately obvious with an examination of the spectacular Library of S. Marco, the Loggetta and of the Zecca as well as from his grand palaces on the Canal Grande, Corner, Dolfin and Grimani. Sanmichele’s contribution to Venetian architecture can be studied particularly using the example of the palazzo Corner at S Polo. But a glance at Sanmichele’s Veronese architecture is extremely instructive; an architect saturated in the early Roman Cinquecento styles who then transports them to Verona, his home town, and mixes them with motifs taken from the local Veronese Roman antiquities that he studied all his life (Palazzo Bevilacqua, palazzo Canossa, Pompei, the cappella Pellegrini). Thereafter the course moves away from Venice to the Veneto to Vicenza in particular with a study of Palladio’s villas starting with the villa Pisani and ending up with the villa Rotonda, of his town palaces from the Ca’ Chiavenna, palazzo Thiene and onwards, his civic buildings, particularly the Basilica, then

20 returning to Venice to study his two great churches, S. Giorgio Maggiore and the Redentore.

Learning outcomes To provide the students with the vocabulary with which to study Renaissance architecture and with a working knowledge of the Renaissance architecture of a particular place and time, in this case, Venetian Renaissance architecture.

Required preliminary knowledge No preliminary knowledge required. The first lecture will include an introduction to the architectural terminology

Syllabus Week 1 Introduction to architectural vocabulary; the Roman Antiques of the Venetian Empire Week 2 the Roman Antiques of the Venetian Empire; S. Marco in Venice Week 3 Architecture of Bartolomeo Bon; Pietro Lombardo Week 4 Pietro Lombardo Week 5 Mauro Codussi Week 6 Mauro Codusisi Week 7 Sansovino in Venice Week 8 Sansovico; Sanmichele Week 9 Sanmichele Week 10 Palladio villas Week 11 Palladio villas and civic buildings Week 12 Palladio civic buildings and churches in Venice

21 Readings **Ackerman, J., Palladio , Harmondsworth : Penguin books, 1966. *Boucher, B., Andrea Palladio: The Architect in his Time , New York, Abbeville Press, 1998. *Concina, E., A History of Venetian architecture , Cambridge, Cambridge University Press, 1998 **Howard, D., The Architectural History of Venice , New Haven, London, Yale University Press, 2002. *Howard, D., Jacopo Sansovino: Architecture and Patronage in Renaissance Venice , New Haven, London, Yale University Press, 1975 **Huse, N., Wolters, w., The Art of Renaissance Venice: Architecture, Sculpture, and Painting, 1460-1590 , Chicago, London : The University of Chicago press, 1990. *McAndrew, J., Venetian Architecture of the Early Renaissance , Cambridge, Massachusettes, MIT press, 1980.

*Required reading **Suggested reading

22 Venice and the Republican Tradition. Self-Governance and Empire in Ancient and Modern Political Philosophy – S1503 Günter Zöller Ludwig-Maximilians-Universität

Course Description Günter Zöller, Ludwig-Maximilians- The course will examine the cultural tradition of political republican - Universität ism in a local Venetian and a global international perspective. The sem - Magister Artium and Dr. phil. in inar will address first ancient Greek and Roman anti-monarchical Philosophy (Rheinische Friedrich- Wilhelms-Universität, Bonn). thought about democratic and republican self-governance and non- Professor of Philosophy at LMU, domination and then turn to modern accounts of popular rule and the where he was Chair of the sovereignty of the people. Throughout the seminar the republican con - Philosophy Department. Previously stitution of Venice will serve as a unique historical example for linking taught at Grinnell College and at the ancient and modern forms and functions of anti-monarchism and self- University of Iowa. In 2007, Visiting governance in politics. Historical reading will range from Plato and Professor at the University of Padua. Areas of specialization: Kant and Aristotle through Machiavelli and Montesquieu to the Federalists and German Idealism; 19th Century Tocqueville and will be supplemented with more recent contributions Philosophy; 20th Century Continental on the relation between republicanism and democracy. Philosophy. Areas of competence: The core concern of the republican tradition to be examined in the History of Modern Philosophy; course is with the freedom of a state’s citizens from arbitrary rule and Political Philosophy; Aesthetics; foreign domination. While closely associated with the rejection of Philosophy of Music; Philosophy of Literature. Already taught at VIU in monarchical rule, especially in the latter’s extreme manifestations as Fall 2011. tyranny and despotism, political republicanism focuses on the rule of (just) laws and the self-government of the citizenry. The very term “republic” goes back to Rome’s political set-up after the expulsion of its last king and before the neo-monarchical ascent to absolute power of the later Emperors – a period of some five hundred years during which the republic (from the Latin for “common affair,” res publica ) was consti - tuted by the joint rule of the people and the patricians (SPQR/ Senatus Populusque Romanus /The Senate and the People of Rome). Earlier forms of self-rule included popular self-rule in fifth-century Athens (Greek: demokratia ) and, arguably, the political set-up of the Hebrew people under their covenant with God and prior to the rule of priests and kings (“Hebrew republic”). Later forms of self-rule typical - ly were confined to local communities operating independently of established states and empires, such as the “free” cities of the medieval and early modern Germano-Roman Empire and the Northern Italian city republics. Throughout, political thinkers distin - guished between democracy as direct popular rule, deemed danger - ous and impractical (“tyranny of the majority”), and the republic as a prudent political balancing act between self-government and indirect rule through representative bodies. With the American Revolution and the French Revolution at the close of the 18th century, a republican form of modern government emerged that was no longer confined to a city state but encompassed large territories

23 previously deemed to be governable only by a centralized monarchical state. While the new French republic soon degenerated into political fun - damentalism and civic terrorism which then gave way to the neo-impe - rial rule of Napoleon Bonaparte, the United States of America developed into the testing ground for the compatibility of democratic and republi - can forms of government. By this time Venice, the oldest surviving repub - lic of the non-democratic, aristocratic type, had ceased to exist. Today political republicanism’s civic culture of self-rule has received serious con - sideration as a historically inspired alternative to the polar opposites of individualistic liberalism and anti-individualistic communitarianism.

Learning Outcomes On a formal level, students will learn to read closely, reconstruct ana - lytically and assess critically challenging philosophical texts and their complex arguments. In terms of content, students will learn about the past and present of philosophical thinking about political self-rule and the status of autonomy, freedom and self-determination in the Western philosophical-political tradition.

Required Knowledge There are no formal requirements for taking the course. But given the challenging readings and demanding discussions expected from all course participants, students should be willing and able to think criti - cally, read closely and argue convincingly – or to learn to do so.

Evaluation The course will be taught seminar-style, with students assuming respon - sibility for informal and formal presentations of the assigned readings in class, instructor-guided class discussions and individual independent research projects. The final grade will be based on the quantity and qual - ity of a student’s contributions to class discussion (50%) and a final paper , due at the end of finals week, on a topic pertinent to the course and to be chosen in consultation with the instructor (50 %).

Syllabus 24 class meetings, twice a week for twelve weeks 1. Introduction 2. Republics Old and New 3. The Hebrew Republic (Hebrew Bible) 4. The Athenian Republic (Thucydides)

24 5. The Best Republic (Plato) 6. The Second-Best Republic (Plato) 7. The Polity (Aristotle) 8. The Athenian Constitution (Aristotle) 9. The Roman Republic 1 (Polybios) 10. The Roman Republic 2 (Tacitus) 11. The Most Serene Republic (Venice, Constiutution) 12. The Most Serene Republic (Venice, Palazzo Ducale) 13. The Neo-Roman Republic (Machiavelli) 14. The Absolute Republic (Hobbes) 15. The Virtuous Republic 1 (Montesquieu) 16. The Virtuous Republic 2 (Montesquieu) 17. The People’s Republic 1 (Rousseau) 18. The People’s Republic 2 (Rousseau) 19. The Revolutionary Republic (Sieyès) 20. The Federal Republic (Madison/Hamilton) 21. The Idea of the Republic (Kant) 22. The Democratic Republic 1 (Tocqueville) 23. The Democratic Republic 2 (Tocqueville) 24. Review

Readings Selections to be read will be provided as pdf files. Excerpts from: Hebrew Bible Thucydides, The Peloponnesian War Plato , The Republic Plato, The Laws Aristotle, The Politics Aristotle, The Athenian Constitution Polybius, History of Rome Tacitus, Annals Machiavelli, Discourses on Livy Hobbes, Leviathan Montesquieu, The Spirit of the Laws Rousseau, On the Social Contract Sieyès, What is the Third Estate? Madison/Hamilton/Jay, The Federalist (#9 and 10) Kant, The Metaphysics of Morals Tocqueville, On Democracy in America.

25 Italian Contemporary History in Films – S1504 Luca Pes Venice International University

Course Description Luca Pes , Venice International The course is an introduction to modern Italian politics, society and University culture in a historical and comparative perspective. Lectures will B.Sc. (Econ.) in History and revolve around six major Italian movies, which will be the object of Government (LSE), (Laurea) B.A. in History (Ca’ Foscari), Ph.D. in Italian collective discussion: Il Gattopardo by Luchino Visconti, Amarcord by Studies (Reading). Assistant Dean Federico Fellini, La Notte di San Lorenzo by Giuseppe and Paolo Taviani, and Director of the SHSS at VIU, Don Camillo by Julien Divivier, Mimì metallurgico ferito nell’onore by where he teaches every semester Lina Wertmueller and Il Caimano by Nanni Moretti. The idea is that since the beginning of academic films can be useful as a starting point for historical discussion, as doc - activities in 1997. Also Professor of uments of the time in which they were made, as historiographical Modern and Contemporary History at the Faculty of Philosophy of San texts on the period in which they are set and as historical agents, as Raffaele University in Milan. Taught they are constantly reinterpreted and can influence culture in differ - Urban and Contemporary History at ent successive moments. They can also be useful because they talk the Faculty of Regional Planning of about individuals, daily life, family and personal relations; they involve Iuav and Contemporary History at Ca’ a “mise-en-scene” which bring history much closer to life, and oblige Foscari. Published mostly on Venetian us to discuss events and phenomena also at a micro level, bringing in 19th-20th Century Cultural and Social History, on the Methodology of Local themes related to gender, family, and collective psychology. and Urban History and of The period covered by the course runs from 1796 to 2013, i.e. from the Contemporary History. Research and process of Nation-Building to the Present. Similarly to Germany and teaching interests include Cinema unlike Spain, Italy is a new nation-state. The beginning of the process and History, and Contemporary of unification can be traced back to the Napoleonic Age, which saw Italian Society. the diffusion of ideals of Liberalism, Democracy and Nationalism. The foundation of the new Kingdom (1861) was followed by attempts to forge a common identity in the context of a liberal but conservative State, which formed the basis of the first industrialization. After the Great War, the peninsula saw the rise of the first Fascist Regime in Europe, as a result of an alliance between Mussolini, the Monarchy and the Catholic Church. Military defeat and the 1943-45 Civil War, paved the way for a Republic, characterized by a blocked political sys - tem with the Catholic Party in power and the largest Communist Party in the West on the opposition. In 1992-94 the judicial investiga - tion and arrests of corrupt politicians contributed to a revolution in the party system, which laid the foundations of the present political landscape. The course will also deal with issues like Church-State rela - tions and the influence of Catholicism, origins and development of the Mafia, the North-South divide, social transformations, emigration and immigration, the 1968 movements, the economic miracle and development of the ‘Made in Italy’ concept, and controversies involv - ing Berlusconi. The general focus will be on the relationship between politics and society.

26 A set of readings downloadable from the courseblog provide further insight, including articles by the leading scholars published in English, such as John Davis, Adrian Lyttelton, Paul Corner, Gianfranco Pasquino, Percy Allum and Perry Anderson.

Students are expected to contribute to class, discussing the movies, preparing one oral presentation and writing one research paper, developing themes of personal interest, in agreement with the pro - fessor. Topics can range from Literature to Economics, from Law to Cinema. Past themes have included: Pinocchio and the Unification of Italy, A comparison between National Socialism and Fascism, Milan as the capital of fashion, The American and the Italian Southern Questions, Neorealist Cinema and Post-War Culture, Japanese and Italian Feminism Compared.

Oral presentations should ideally be prepared in groups of two partic - ipants, preferably of different nationality, each speaking for approx. 15 minutes. Research papers must include bibliographical references and footnotes.

Syllabus The course will be divided into six units: 1) Il Gattopardo - the Risorgimento and its aftermath 1796-1871 (weeks 1-2) 2) Amarcord - the origins and development of Fascism 1872-1935 (weeks 3-4) 3) La Notte di San Lorenzo - Fascism, War and Resistance 1936-1945 (weeks 5-6) 4) Don Camillo - the Republic and the Cold War 1946-1962 (weeks 7- 8) 5) Mimì metallurgico ferito nell’onore - Economic Miracle, 1968 and the 1970s (weeks 9-10) 6) Il Caimano - Postfordism and crisis of democracy 1980-2013 (weeks 10-11)

Each one of the units will consist in (a) an introductory lecture on the movie and the historical context; (b) a collective discussion on the movie (which will be screened out of class); (c) a lecture on themes related to the movie; (d) student presentations.

27 Evaluation 60% oral presentations, class participation and contribution to discus - sion of movies 40% final research paper

Readings Best general book: Holmes George (ed.), The Illustrated Oxford History of Italy , Oxford University Press, Oxford-New York 1997

Suggested readings on specific periods: Davis John (ed.), Italy in the Nineteenth Century , Oxford University Press, Oxford-New York 2000 Lyttelton Adrian (ed.), Liberal and Fascist Italy , 1900-1945, Oxford University Press, Oxford-New York 2002 Paul Ginsborg, A History of Contemporary Italy. Society and Politics 1943-1988 , Penguin, London etc. 1990 McCarthy Patrick (ed.), Italy since 1945 , Oxford University Press, Oxford-New York 2000

Other readings on Italian Cinema and Italian History will be suggested in class.

28 Italian for Foreigners: beginner, intermediate, upper-intermediate – S1506 Massimo Brunzin (coordinator) Venice International University

BEGINNER LEVEL (A1 level of the Common European Framework of Massimo Brunzin Reference for Languages) (Laurea) B.A. in Foreign Languages and Literature (Ca’ Foscari), doctorate This course is addressed to beginner students who have no knowl - in Francophone Literature (Bologna). Specialized in Language Teaching edge of the Italian language. Although reading and writing will be with Advanced Technology (Ca’ important, significant emphasis in class will be placed on speaking Foscari). Member of the and listening. Group work and role-play are used extensively to devel - management staff and instructor in op these skills. The course is conducted in Italian from the first day. Italian for foreigners at the Venice Homework will be corrected during class time which will allow the Institute. Teaching Assistant in students to self-correct and understand why a specific grammar point Francophone Literature at Ca’ Foscari, with special interest in Black Africa. works the way it does. At the end of the course, students will be able Author of several articles on African to communicate in most everyday situations, using basic vocabulary Francophone Literature. Coordinator and grammar. of the Italian as a Foreign language Hours: 56 courses at VIU since Fall 2001. Class Schedule: Monday, Tuesday, Wednesday and Thursday 9.15-10.45 or 11.00–12.30

Course Syllabus

Grammar Definitive and indefinite articles Simple present tense (regular verbs, three conjugations –are –ere –ire) Irregular verbs: essere, avere, andare, fare, bere, rimanere, venire, uscire Verbs D overe (to have to, must) Potere (can, to be able to) Volere (to want) Use of “ci ” (there) Simple past (perfect tense) Possessive adjectives and pronouns Use of the verb Piacere (to like) Reflexive pronouns Introduction to direct object pronouns Use of the simple prepositions and prepositions with article Imperative Conjunctions e (and) ma (but) mentre (while) quando (when) perché (why, because)

Communicative areas Identification: name, nationality..., introducing oneself, personal habits Asking and answering information

29 Offering something, inviting someone, accepting, refusing Situations: in class, at the bar, at the station, at the restaurant, in a store, a language school, in a hotel. Talking about family, describing people and items, telling a brief story in the past tense Asking for explanations about words or linguistic questions Expressing preferences; Expressing pleasure and displeasure

Oral comprehension Dialogues; Messages (listening to a message on an answering machine, to the radio); Interviews (radio, TV); Video (movies, TV); Advertisements; Songs;

Written comprehension Timetables; Menu; Memorandum; Post cards and letters to friends; Diary; Recipes; Short biographies; Short announcements; Advertisements; Comics; Short instructions; Catalogues; Fieldtrip schedules or cultural programs

Oral expression and vocabulary Readings concerning: Studying and learning a foreign language Everyday-life situations Cities and means of transportation Space, forms, dimensions, quantity Time

Written expression Filling in an enrolment form; writing a message; writing a post card; writing a diary page; writing an informal letter.

30 asm will count as much as accuracy in preparation. 20% Mid-term exam (written); 20% Final exam (oral, final paper presentation); 10% Final working paper – written in class, students will produce some written documents concerning their own experience in Venice as a foreign student (e.g. short Venice guide for foreign students)

Tutoring Students can ask their teacher for any extra assistance they may need to personalize their program further or to review specific grammar points.

Textbook Workbook of Istituto Venezia 2 (selection of authentic teaching mate - rials and selected teaching materials from textbooks such as Espresso, Chiaro, Domani)

INTERMEDIATE LEVEL (B1 level of the Common European Framework of Reference for Languages)

This course is a continuation of ‘Italian Beginners’. Students will begin the course by reviewing material from the previous course. This language course is designed so that students can practice their grammar skills and increase their ability to understand, speak, read and write Italian, while emphasizing the development of reading comprehension. It includes an introduction to new grammar skills, with continued vocabulary study, conversational practice, short com - position, cultural and literary readings and some work with video. Group work and role-play are used extensively to develop these skills. The course is conducted in Italian from the first day. Homework will be corrected during class time which will allow the students to self-cor - rect and understand why a specific grammar point works the way it does. During classes, students will produce some written documents concerning their own experience in Venice as a foreign student. Students can ask their teacher for any extra materials they may need to further personalize their program, or to review grammar skills. Hours: 56 Class Schedule: Monday, Tuesday, Wednesday and Thursday 9.15-10.45 or 11.00 – 12.30

31 Course Syllabus

Grammar Review of simple present tense (regular and irregular) Review of simple past Review of simple future tense Reflexive verbs Use of the partitive “ne” Imperfect past tense Simple past (perfect tense) and imperfect used together Agreement of the direct pronouns with the perfect tense Formal/informal use of the imperative; Stare + gerundio : present continuous; Introduction to subjunctive (present) Si impersonale Pronouns Use of ci Relative pronouns Introduction to conditional (present)

Communicative areas Telling stories and events in the past; Describing weather; Giving and asking for advice or instructions; Describing situations, places and people; Making a phone call; Organizing a trip; Asking permission; Giving an opinion; Making projects for the future; Apologizing; Making a proposal and inviting; Accepting and refusing ; Complaining

Oral comprehension Dialogues; Weather report; Songs; Phone calls; Videos; Advertisements;

Written comprehension Writing a letter to a friend or a relative; Instructions; Warnings and messages; Invitations; Announcements; Stories; Short literature pas - sages; Tourist information; Horoscopes; Short newspaper articles; How to write a letter of complaint

Oral expression and vocabulary Face-to-face conversation; Instructions; Descriptions; Stories; Phone calls; Role play

32 Written expression Post cards; Informal letters; Diary pages; Stories.

Evaluation The students will be expected to come to all classes prepared to actively participate in oral and written work. Attendance is absolutely mandatory for this class. Absences will lower the final grade. 30% Class performance (participation and attendance). Class will involve much student-student and student-instructor interaction in open-ended conversations. The quality of interaction will have a sig - nificant effect on the course grade. 20% Homework. (10 pieces of homework, written) Effort and enthusi - asm will count as much as accuracy in preparation. 20% Mid-term exam (written); 20% Final exam (oral, final paper presentation) 10% Final working paper – written in class: students will produce some written documents concerning their own experience in Venice as a foreign student (e.g. short Venice guide for foreign students)

Tutoring Students can ask their teacher for any extra assistance they may need to personalize their program further or to review specific grammar points.

Textbook: Workbook of Istituto Venezia 2: Workbook of Istituto Venezia 2 (selec - tion of authentic teaching materials and selected teaching materials from textbooks such as Espresso, Chiaro, Domani).

UPPER INTERMEDIATE LEVEL (B2 level of the Common European Framework of Reference for Languages)

This course is composed of: - 56 hours of Intermediate classes aiming at a general review of skills; - 18 hours of classes dedicated to further developing such skills as: for - mulating opinions; making judgments and suggestions, in oral and written form, on selected issues presented in the reading material; narrating in oral and written form using different verbal tenses and modes; reading, comprehending and analysing newspaper, magazine articles and movie sequences.

33 Students will begin the course by reviewing material from the previ - ous courses. This language course will allow students to reinforce their grammar skills and increase their ability to understand, speak, read and write Italian, while emphasizing the development of reading comprehen - sion. It includes an introduction to new grammar skills, with contin - ued vocabulary study, conversational practice, short composition, cul - tural and literary readings and some work with video. Group work and role-play are used extensively to develop these skills. The course is conducted in Italian from the first day. Homework will be corrected during class time which will allow the students to self-correct and understand why a specific grammar point works the way it does. During classes, students will produce some written documents con - cerning their own experience in Venice as a foreign student (e.g. short Venice guide for foreign students). Students can ask their teacher for any extra materials they may need to further personalize their pro - gram, or to review grammar skills. Hours: 74 Class Schedule: Monday, Tuesday, Wednesday and Thursday 9.15-10.45

Course Syllabus

Grammar Review of: simple present tense (regular and irregular); past tenses; simple future tense Reflexive verbs; Use of the partitive “ ne ”; Imperfect past tense; Simple past (perfect tense) and imperfect used together; Agreement of the direct pronouns with the perfect tense; Formal/informal use of the imperative; Stare+gerundio : present continuous; Subjunctive (present); Si impersonale; Pronouns; Use of ci; Relative pronouns (che, chi); Conditional (present);

34 Introduction to: Relative pronouns (cui); Subjunctive (present, past); Conditional (present, past); Impersonal ( sì impersonale con verbi riflessivi ); Conditional clause ( primo e secondo tipo ); In-depth examination of prepositions. Communicative areas Formulating opinions; making judgments and suggestions, in oral and written form, on selected issues presented in the reading material. Narrating in oral and written form using different verbal tenses and modes. Reading, comprehending and analysing newspaper, magazine articles and movie sequences. Oral comprehension Dialogues; Songs; Videos and movies sequences; Advertisements Written comprehension Writing formal and informal letters; Instructions; Warnings and mes - sages; Announcements; Narrative passages; Newspaper and maga - zine articles Oral expression and vocabulary Face-to-face conversation; Instructions; Descriptions; Tales; Role play Written expression Formal and informal letters, diary pages, tales, summarizing a narra - tive text.

Evaluation The students will be expected to come to all classes prepared to actively participate in oral and written work. Attendance is absolutely mandatory for this class. Absences will lower the final grade. 30% Class performance (participation and attendance). Classes will involve much student-student and student-instructor interaction in more open-ended conversation. The quality of interaction will have a significant effect on the course grade. 20% Homework. (written) Effort and enthusiasm will count as much as accuracy in preparation. 20% Mid-term exam (written); 20% Final exam (oral, final paper presentation); 10% Final working paper – written in class: students will produce

35 some written documents concerning their own experience in Venice as a foreign student (e.g. short Venice guide for foreign students)

Tutoring Students can ask their teacher for any extra assistance they may need to personalize their program further or to review specific grammar points.

Textbook Workbook of Istituto Venezia 2 (selection of authentic teaching mate - rials and selected teaching materials from textbooks such as Espresso, Chiaro, Domani, Un giorno in Italia and Magari)

36 Intercultural Communication – S1507 Ludovica Scarpa Università Iuav di Venezia Cristina Pasini (Assistant), Anna Fabris (Tutor)

Course Description Ludovica Scarpa , Università Iuav di “...Ideas govern the world, or throw it into chaos: Venezia (...) all social mechanisms rest upon opinions.” (Laurea) Bachelor in History of Architecture (IUAV); Dr.Phil. in Social (Auguste Comte, Positive Philosophy) History and MA in Mediation and “Power is others’ fear” Mediative Communication (Free (Russian proverb) University, Berlin). Lecturer at IUAV in soft skills, negotiation, self- Intercultural Communication: in this course, “we want to do it, not management, problem-solving, only talk about it” (Stuart Hall). Much more than a “course”, it is going crucial communication and cultural to be an ‘Intercultural Training Experience’ with activities designed to anthropology. Member of the Board of trustees of the Federal German develop self-awareness and a positive orientation toward ‘otherness’. Education Foundation, and Conflict Cultures are no longer (if ever) homogenous national cultures that do mediator and Communication not change over time: multiculturalism is our everyday experience. We facilitator at the Berliner Gesellschaft can imagine that every single person is a ‘kingdom’, with her/his für Mediation. expectations and assumptions about ‘how the world is’ and about how it ought to be. Seen in this light, we cannot escape intercultural communication. Why is it that contact with others is sometimes frus- trating and fraught with misunderstanding? Good intentions, the use of what one considers to be a friendly approach, do not always seem to be sufficient, to many people’s surprise. How do we understand one another when we do not share a common cultural experience? In times of online communication, anyone can study theories about intercultural communication, about assumptions, values, patterns and social practices that shape culture and human interaction. For many decades now, the relationship between culture, society and subjectivity has been the primary focus of social theory. The process of communication is irreversible and transactional, we take on multiple roles simultaneously and ‘build’ a complex system. The message received can be very different from the message sent. “We cannot not communicate” (Watzlawick), quite the opposite, we live in a “web of meanings” (Geertz). Communication is the carrier of culture; in turn, culture manifests itself in communication, and tells people “how they should behave appropriately” (Bakic-Miric). Cultures organize our lives: if our (unconscious) assumptions are not met, we may feel frustration and stress. This course is an introduction to basic tools for interpreting and deconstructing meanings, communication and culture. The goal of this class is to provide students with an opportunity to participate actively in the social construction of reality and challenge the narra-

37 tives that define subjectivity and social interaction. We are going to learn to fashion tools that will enable us to overcome the human drive to answer, almost automatically, with the “fight or flight response“, if interactions are ‘strange’, or ‘different-from-what-we-expect’. Niklas Luhmann spoke of ‘double contingency’: in each interaction a person makes assumptions, assumes that the other person also makes assumptions, and assumes that the assumptions he makes concerning the other person are the same as the assumptions the other person makes concerning himself. Humans are similar in their needs (Maslow) but not in the cultural strategies developed histori - cally to meet them. Working within a rich transcultural class-environ - ment, our goal is to render visible the taken-for-granted assumptions that inform cultural narratives and social communication and to rethink subjectivity and culture as expressions of individual agency. We are going to learn together a new language: ‘meta-communica - tion’, the ability to speak about how we speak together, what mean - ings we take for granted, what we assume, what we want, what we think we are not getting if frustration is the result.

Course Structure This course is divided into ten different tools-sections: Active listening Non-Violent-Communication (Marshall Rosenberg) and constructive critical feedback the ‘Square of Communication’ (Schulz von Thun) how to develop an ‘ethnological viewpoint’, a nonjudgmental stance and master ‘crucial conversations’ systemic logic behind human situations (expectations, needs & goals) the ‘Square of Values’ the ‘Inner Team’ the ‘Vicious Circle’ People & Diversity Embracing Emergence: Empathy for the Situation

Peer-group work In the peer-groups you will have the chance to work with students from all over the world and practice every week the tools we discuss together. Peer-groups begin from the first day and are made of 4 to 7 students, if possible each from a different country. Groups work on sharing personal experiences and on sharing what they read . We will

38 sort out membership of the peer-groups in the first week. We will be sharing PDFs and comments in our VIU-blog. Our policy for each text is ‘read all you want’, this means that you are free to read as much as you want, but you should be able to exchange perceptions and respond critically throughout the entire in-class discussions. If you want to only read a few pages you should coordinate in large groups, bearing in mind that large groups will be harder to organize and coordinate. Smaller groups are easier to coordinate even though each person must read more. Class discussions will be self-organized. Each of you must be actively involved either by leading the class dis - cussion, presenting a power point or raising critical questions and controversial issues. You will be expected to find creative ways to make in-class discussion inclusive and stimulating for everyone.

In-class activities and discussions The groups will present and discuss their readings in class, as well as the exercises they have engaged in together during the week. Since students will have come from different cultures, we will have the opportunity to develop our tools directly through everyday incidents and to engage in “meta-communication“. Our goal is to encourage you to think from a new ‘point of view’ about cultural perceptions and expectations. I want you to look at the ways in which your personal history, culture and background inform your understanding of reality and social interaction. Your group activities will take place in and outside the class. In-class activities involve enacting just as much as understanding, experiencing just as much as sharing. As a general rule, there will be no opportunities to make up for missed in-class activities. Please let me know by the first week of the semester if you plan on missing classes so that appropriate arrangements can be made.

Final Paper Choose one of the topics discussed in class and look at the suggested bibliography. Your final paper should describe how you employed one of the tools we have developed to solve or understand a personal “criti - cal incident” . Use all required readings to frame the discussion of your research topic as well as books from the reading list. As a general rule, your paper should describe a strong personal expe - rience. You can also use your conclusion to raise interesting questions for further study and to give feedback to the course.

39 Remember that you must cite all your sources, even if you do not quote them directly, and add a final bibliography. Your final paper should be 4 full pages and it must be typed, double space in 12 point Times New Roman, one inch margin, and stapled at the top-left corner of the page.

Class Environment In this class we want to ‘make it safe’ for everyone to speak about any personal experience and create a ‘s pecial protected area’ , we are all teachers/trainers and students, so we share together the responsibil - ity for creating and stimulating a safe learning environment. You are expected to be in class, to be prepared, to read, to think and to talk about the assigned tasks. You are also expected to be on time and to actively participate in each class activity and to stimulate lively class discussion. It is crucial to assume that everyone’s experiences are dif - ferent, and to respect each other’s feelings at all times.

Class Attendance I will register attendance. If you are absent, it is your responsibility to gather information about the materials covered. If you are late, make sure you sign in for the day. Once you have signed for your attendance, you are required to stay for the entire class. Please, let me know in advance if you expect to be missing a class so that proper arrange - ments can be made. Class absences will affect your grade.

Syllabus Week 1 Introduction and introductions. Class discussion: ‘Culture’? ‘Communication?’ Active listening. Games to reveal ‘our rules’. Week 2 Non-Violent-Communication (Marshall Rosenberg) and con - structive critical feedback, in-class activity (exercises, role playing). Week 3 the ‘Square of Communication’ (Schulz von Thun), in-class activity (exercises, role playing). Week 4 how to develop an ‘ethnological viewpoint’, a nonjudgmen - tal stance and ‘crucial conversations’; in-class activity (exer - cises, role playing). Week 5 the systemic logic behind human situations (expectations, needs & goals), in-class activity (exercises, role playing). Class discussion.

40 Week 6 the ‘Square of Values’, in-class activity (exercises, role play - ing). Week 7 the ‘Inner Team’, in-class activity (exercises, role playing). MID-TERM BREAK Week 8 the ‘Vicious Circle’, in-class activity (exercises, role playing). Week 9 People & Diversity (Distance/Closeness/Duration/Change); Empathy/Sympathy; in-class activity (exercises, role play - ing). Week 10 Embracing Emergence: Empathy for the Situation, in-class activity (exercises, role playing). Week 11 Role playing and class discussion, in-class activity. Week 12 May 25-29: Exam week. Your final paper is due on May 28th by 18:00 pm. Disclaimer: this syllabus may be subject to change to accommodate student learning levels and course schedule.

Evaluation Your overall evaluation will be calculated on the basis of your per - formance in in-class activities and discussions, peer-group work and one final paper. In computing your grades, your performance will be considered as follows: in-class activities, 30% of the grade, final paper, 40% of the grade, peer-group work, 30% of the grade.

Readings *Required Readings, the other texts are suggestions. Natasa Bakic-Miric*, An Integrated Approach to Intercultural Communication , Cambridge Scholars Publishing, Newcastle upon Tyne, 2012 (available in the VIU library); Patterson, Grenny, McMillan, Switzler, Crucial Conversations , McGrawHill, New York 2012 Paul Watzlawick, The Invented Reality: How Do We Know What We Believe We Know? (Contributions to Constructivism) , Norton, New York, 1984 Peter L.Berger and Thomas Luckmann, The Social Construction of Reality: A Treatise in the Sociology of Knowledge , Anchor Books, New York, 1966 Texts available online: Friedemann Schulz von Thun*, Six Tools for Clear Communication. The Hamburg Approach. Janet and Milton J. Bennett*, DEVELOPING INTERCULTURAL

41 SENSITIVITY: AN INTEGRATIVE APPROACH TO GLOBAL AND DOMESTIC DIVERSITY, The Diversity Collegium, 2002. Bennett, Milton, J.*, Intercultural communication: A current perspective. In Milton J. Bennett (Ed.), Basic concepts of intercultural communication: Selected readings. Yarmouth, ME: Intercultural Press. 1998. Larry A. Samovar*, Intercultural Communication, a Reader , Wadsworth 2009. CORE MINDFULNESS HANDOUT*: Non-Judgmental Stance . Rachelle Lamb*, Compassionate Nonviolent Communication , Nonviolent Communication (Book Publisher’s Site) www.nonviolentcommunication.com Scott Atran, THE TROUBLE WITH MEMES: INFERENCE VERSUS IMITATION IN CULTURAL CREATION, in: Human Nature 12(4):351-381, 2001 HAROLD GARFINKEL, Studies in ETHNOMETHOOOLOGY, PRENTICE- HALL, INC., Englewood Cliffs, New Jersey, 1967. Thich Nhat Hanh, The Miracle of Mindfulness, Beacon Press, Boston 1975. Peggy Holman, Engaging Emergence , Berrett-Koehler, San Francisco, 2010. If students would like to read books in Italian or German: Luigi Anolli, La mente multiculturale , Laterza, Bari, 2006, Dagmar Kumbier, Friedemann Schulz von Thun, Interkulturelle Kommunikation: Methoden, Modellen, Beispiele , Rowohlt, Reinbek bei hamburg 2006. See also: www.ludovicascarpa.eu

42 Gender Studies – S1508 Deborah Levenson Boston College

Course Description Deborah Levenson , Boston College Transfigurations: Feminisms, Latin America and the West BA and MA in History This course is an introduction to the study of gender. Looking at con - (Massachussetts), PhD in Latin trasting cases and sources from Latin America, the United States, American History (NYU). Professor of History at BC. Teaching areas: Modern Europe and elsewhere, Transfigurations situates gender as a social and and colonial Latin America; urban historical construction that has established norms and roles that have poverty; modernity; gender; social been challenged and transgressed by different forms of feminism. It movements; religion and history; oral locates feminism as a global concept that has shifting, rather than history. At present, her research ultimate, meanings. Its global roots are deep and sustaining. focuses on a study of two very Covering much time and space, the main thread of this course is the different Guatemalan artists, using their art, patrons and life stories to transformation of women who critically reflect on their place in soci - think about the history of twentieth- ety, and endeavor to change their roles, possibilities and representa - century Guatemala. Among her most tions. We explore the universality and the specificity of women’s representative publications in the experiences in different milieus and times that, in terms of women, field of Feminism “The Loneliness of have surprising commonalities. Whether a non-conformist nun in 17 th Working Class Feminism” in The century colonial Mexico City or in Venice, 19th and 20th century Gendered Worlds of Latin American Women (1997). women’s rights advocates worldwide, intellectual women searching for space in modernist artistic circles, or political activists, these women broke the boundaries of traditional gender roles and formu - lated variations of feminist understandings, practices and visions. The impact of the struggle for women’s rights is apparent in work of inter - national organizations such as the United Nations.

Syllabus

Weeks 1-2 Introductions Week 1-2 Feb 23-March 6: Introducing ourselves, and our own gen - dered worlds. Theoretical questions: What is Sex? Gender? Feminism? Readings: Sojourner Truth, “Aren’t I A Woman?”; Jamaica Kincaid, “Girl;” and Denise Riley “Am I That Name?” Candace West and Don H. Zimmerman, ‘Doing Gender“ and excerpts from Nancy Chodorow, Individualizing Gender and Sexuality.

Weeks 3-7 Historical Questions Week 3 March 9-13: Foundational Stories Readings: Irene Silverplatt, Sun, Moon Witches , chapter 2; Ramon Gutierrez, When Jesus came the Corn Mothers Went Away , pages 1- 7; Genesis chapters 1-3; Aristophanes’ Speech from Plato’s Symposium; et al.

43 Week 4 March 16-20: Framing the problem: The Muse of Feminism: Sor Juana de la Cruz. Readings: Poems and “The Answer.” Weeks 5-6 March 23-April 3: Foundational Propositions : Women, Work, and Citizenship. Readings: Harriet Taylor Mill (England), “The Enfranchisement of Women;” John Stuart Mill (England) The Subjection of Women;” Declarations of Sentiments and Resolutions, Seneca Falls, USA Susan B. Anthony (USA) “Social Purity;” Francisca Diniz, (Brazil)“Equality of Rights;” Emma Goldman (Lithuania, USA) “The Tragedy of Women’s Emancipation;“ Voz de Obrera, “No God, No Boss, No Husband” (Argentina). These readings are all short. Week 7 April 13-17 1900s: Feminists and Literature; Feminists and War Reading: Alfonsina Storni and Gabriella Mistral, poems; Jane Addams et al; The International Congress of Women for World Peace. Paper due, on time, without exceptions, at the end of week 7.

Weeks 8-12 Contemporary Issues Week 8 April 20-24 Feminism and religion Reading: Anitta Kynsilehto; “Islamic Feminisms;” Judit Bokser Liwerant. “Jewish Identities in a Changing World.” Week 9 April 27- May 1: “Third-World” Feminism: Class, Race and Gender Excerpts from Audre Lorde; Bell Hooks; Domitila; Beijing 1995 Conference; Combahee River Collective. Week 10 May 4-8 : “Queer” feminism; and what does Lesbian Gay Bisexual and Transgender theory and practice do for our understanding of gender? Teresa de Lauretis (Italy-USA) “Feminism and its differ - ences.” Week 11 May 11-15: Globalization and the Circulation of Women, Reading: Arlie Russell Hochschild, “Love and Gold;” Barbara Ehrenreich, “Maid to Order.” Week 12 May 18-22: Where does this leave women? Looking back and moving forward . Please prepare written reflections contrast - ing themes and thinkers for this final class. Exam Week: May 25-May 29

44 Policies: No mechanical devices may be used without the professor’s permission.

Evaluation Evaluation will be based on class participation (15%); seven in-class reflection writing assignments (a total of 30%); one 6-11 pp. paper about a specific woman or aspect of the current global rights move - ment, and the relevant text(s) (30%); and a final (25%.) To succeed in and enjoy this class, please make a commitment to it!

Readings I will send out PDFs of the readings as the class progresses. These are book chapters, primary sources or scholarly articles. Readings must be done on time, and students will write about them in-class. In addition, I may add readings—or subtract some—as the class gets going, and our concerns emerge. The class is structured around group discussions and work, and short lectures.

45 Comparing East and West – S1509 Agostino De Rosa Università Iuav di Venezia

Course Description Agostino De Rosa , Università Iuav di The course aims at giving students a basic knowledge and a guide to Venezia the interpretation of the figurative forms which Western and Eastern Architect and Full Professor of (especially Sino-Japanese) cultures have used to represent time and Architecture at Iuav. Teaching interests: Foundations and space,. Starting from the analysis of the anthropological positions Applications of Descriptive that have historically distinguished the two ethno-cultural fields, the Geometry; Theory and History of course will provide a close examination of why, despite the develop - Representation Methods; ment in the West of the conical linear perspective during the Architectural Drawing in Landscape Renaissance, the Far East privileged a pseudo-axonometry which Architecture. Author of books and quickly became the symbolic form for the complex native philosophi - essays on the theme of representation, the history of images cal and religious context. The theme of the representation of light and and land art. Edited the critical shade in both of the figurative contexts will be particularly under - edition of the works and treatises on lined, employing materials coming not only from the history of art perspective by friar Jean François and of figuration, but also from literature, music and cinema. Niceron (1613–1646), reconstructing – digitally and physically – Niceron’s Learning outcomes of the course design of optical devices and tricheries. Scientific co-ordinator of The expected learning outcome involves the students’ development the surveying program (with laser of a comparative approach to the Western and Eastern forms of rep - scanner technology) of the resentation, by means of the analytic observation and the documen - anamorphic paintings hosted in the tary study of some of the figurative milestones. The course aims at Monastery of Trinità dei Monti encouraging the student to develop her/his own critical capacities (Rome). Curator of numerous through the exegesis of images characterized by a strong geometric exhibitions in Italy, Germany and and symbolic content, even if distant from an ethnographic point of Sweden. view, by trying to foreground their common features.

Syllabus Week 1 Perspective versus axonometry Lesson 1 - The geometrical and cultural roots of linear per - spective - Panofsky, E. (1996). Perspective as Symbolic Form , Zone Book, Brooklyn, New York. - Scolari, M., (2012). Oblique Drawing. A History of Anti- Perspective , The MIT Press, Cambridge, Massachusetts. Lesson 2 Projective Foundations of Linear Perspective - Montague, J. (2013). Basic Perspective Drawing: A Visual Approach , Wiley, Hoboken, NJ: 40-78. -Kemp, M. (1992) The Science of Art: Optical Themes in Western Art from Brunelleschi to Seurat , Yale, Yale University Press.

46 Week 2 Between Shadows and Light Lesson 1 Theory and History of Shadow Projection (I) - Stoichita, V. (2013). Short History of the Shadow , Reaktion Books, London: Ist chapter. - Gombrich, E. (1995). Shadows: The Depiction of Cast Shadows in Western Art , National Gallery, London. Lesson 2 Theory and History of Shadow Projection (II) - Bauer, G. (1987). Experimental Shadow Casting and the Early History of Perspective , in “Art Bullettin”, vol. LXIX, June.

Week 3 Lesson 1 Theory and History of Shadow Projection (III) - Da Costa Kaufmann, T. (1975). The Perspective of Shadows: The History of the Theory of Shadow Projection , in “ Journal of the Warburg and Courtauld Institutes” , Vol. 38: 258-287. A-perspectival representation in Far East Figurative Art Lesson 2 Delete the senses - De Rosa, A. (1998). L’ infinito sve - lato allo sguardo. Forme della rappresentazione estremo orientale , Milan, Città Studi: 1st chapter.

Week 4 Lesson 1 Images without limits - De Rosa, A. (1998). L’ infinito svelato allo sguardo. Forme della rappresentazione estremo orientale , Milan, Città Studi: 2nd chapter. -Wells, W.H.(1935). Perspective in early Chinese Painting , London, E. Coldston. Lesson 2 At the edge of the shadow - De Rosa, A. (1998). L’ infinito svelato allo sguardo. Forme della rappresentazione estremo orientale , Milan, Città Studi: 3rd chapter. Junichiro, T. (2001). In Praise Of Shadows, new edition, London, Vintage Classics. - Glum, P.(1981-82). Light without shade , I, in “Oriental Art” n°4, Winter - Glum, P.(1982). Light without shade , II, in “Oriental Art” n°1, Spring.

Week 5 The art of light and space Lesson 1 Another Horizon: James Turrell’s light installations (I)+II - De Rosa, A. (2006). James Turrell/Geometrie di Luce/Roden

47 Crater Project , Electa, Milan. - Sinnreich U., edited by (2009). James Turrell: Geometry of Light , Ostfildern, Hatje Cantz. Assignment of 1st individual exercise: comparative study of two pictorial images (one from the Renaissance pictorial tradition, and the other from the Far East) freely chosen by the student. Lesson 2 A Dawn in the Void: The Roden Crater Project (I) - De Rosa, A. (2006). James Turrell/Geometrie di Luce/Roden Crater Project , Electa, Milan. - Govan, M., edited by (2013). James Turrell: A Retrospective , New York and London, Prestel USA,

Week 6 Lesson 1 A Dawn in the Void: The Roden Crater Project (I) - De Rosa, A. (2006). James Turrell/Geometrie di Luce/Roden Crater Project , Electa, Milan. - Govan, M., edited by (2013). James Turrell: A Retrospective , New York and London, Prestel USA, Delivery of 1st individual exercise. Lesson 2 – discussion of exercises and readings

Week 7 The Vertigo of Sight Lesson 1 The Secrets of Anamorphosis. First part - De Rosa, A., D’Acunto, G. (2002). La vertigine dello sguardo. Tre saggi sulla rappresentazione anamorfica , Venezia, Libreria Editrice Cafoscarina: 1st chapter. - Massey, L. (2007). Picturing Space, Displacing Bodies: Anamorphosis in Early Modern Theories of Perspective , University Park, PA, Penn State University Press. Lesson 2 The Secrets of Anamorphosis. Second part - De Rosa, A., D’Acunto, G. (2002). La vertigine dello sguardo. Tre saggi sulla rappresentazione anamorfica , Venezia, Libreria Editrice Cafoscarina: 1st chapter. - Massey, L. (2007). Picturing Space, Displacing Bodies: Anamorphosis in Early Modern Theories of Perspective , University Park, PA, Penn State University Press.

Week 8 Lesson 1 Small visual mazes - De Rosa, A., D’Acunto, G. (2002). La vertigine dello sguardo. Tre saggi sulla rappresentazione anamorfica , Venezia, Libreria Editrice Cafoscarina: 2nd chapter.

48 - Kemp, M. (1992 ). The Science of Art: Optical Themes in Western Art from Brunelleschi to Seurat , Yale, Yale University Press. Assignment of 2nd individual exercise: comparative study (i.e. written paper) of two essays: 1) Plummer, H. (1987). Poetics of Light, in “A+U”, Tokyo December.; 2) Junichiro, T. (2001). In Praise Of Shadows, new edition, London, Vintage Classics. Maximum length: 10 pages (excluding the illustrations). Research papers must include bibliographical references and notes. Lesson 2 Steps into Infinity: the twin Anamorphic Corridors at Trinità dei Monti (Rome) - De Rosa, A., (2013). Jean François Nicéron. Prospettiva, catot - trica e magia artificiale , Rome, Aracne. Midterm Break Week

Week 9 Comparing East and West: some case studies Lesson 1 Guest lecture: Alessio Bortot (University Iuav of Venezia), Ang Bayan shrine and its Origin Myth Architecture . Delivery of 2nd individual exercise.

Week 10 Lesson 1 Guest lecture: Rossella Salerno (Politecnico di Milano), Forms of landscape representation between East and West . Lesson 2 Guest lecture: Cosimo Monteleone (University Iuav of Venezia), The Observatory by Maharaja Sawai Jai Singh (Jaipur, India).

Week 11 Lesson 1 Guest lecture: Andrea Giordano (Università degli Studi di Padova), History of Perspective through Ideal Cities. Lesson 2 Guest lecture: Cosimo Monteleone (University Iuav of Venezia), Frank Lloyd Wright and the Far East.

Week 12 Lesson 1 paper discussion and readings Lesson 2–paper discussion and readings. Exam week

49 Evaluation The course will consist of lectures, with the aid of multimedia materi - als. The students’ learning status will be evaluated with two short individual exercises during the course, in the form of seminars, each counting for the 30% of the final grade (30%+30%=60%). The remain - ing 40% will be given according to the final exam, which will involve a discussion of the themes developed during the course.

Readings Required reading Panofsky, E. (1996). Perspective as Symbolic Form , Zone Book, Brooklyn, New York. Plummer, H. (1987). Poetics of Light , in “A+U”, Tokyo December. Junichiro, T. (2001). In Praise Of Shadows, new edition, London, Vintage Classics.

Suggested reading AA.VV., VIA/Architecture and Shadow , #11, Philadelphia 1990 Aromberg Levin, M., Piero della Francesca: The Flagellation , New York 1972 Bauer, G., Experimental Shadow Casting and the Early History of Perspective , in “Art Bullettin”, vol. LXIX, June 1987 Baxandall, M., Shadows and Enlightenment , New Haven e London 1995 Clunas, C., Pictures and Visuality in Early Modern China , London 1997 Fong, M., The technique of ‘chiaroscuro’ in Chinese Painting from Han through T’ang , in “Artibus Asiae”, XXXVIII, 2/3, Ascona 1976 Glum, P., Light without shade , I, in “Oriental Art” n°4, Winter 1981/82 Glum, P., Light without shade , II, in “Oriental Art” n°1, Spring 1982 Gombrich, E. H., Shadows/The depiction of cast shadows in western art , London 1995. Hung, W., The Double Screen/Medium and Representation in Chinese painting , London 1996 Inoue, M., Space in Japanese Architecture , New York/Tokyo, 1985 Isozaki, A., ‘ Ma’: Japanese Time-Space , in “JA”, Tokyo February 1979 Itoh, T., Space and Illusion in the Japanese Garden , New York-Tokyo & Kyoto, 1977 Kemp, M., The Science of Art: Optical Themes in Western Art from Brunelleschi to Seurat , Yale 1992 Maeda, R. J., Spatial Enclosures: the Idea of lnterior Space in Chinese

50 Painting , in “Oriental Art” #4, Fall 1985/86 Maki, F., Japanese City Spaces and the Concept of Oku , in “JA”, Tokyo May 1979 March, B., A Note on Perspective in Chinese Painting , in “The China Journal”, VII/2, August 1929 March, B., Linear Perspective in Chinese Painting , in “Eastern Art” n°3, Philadelphia 1931 Needham, J., Wang, L., Lo Gwey, D., Voice Perspective , in AA.VV., “Science and Civilization in China”, vol. IV, Cambridge 1971 Nietschke, G., From Shinto to Ando/Studies in Architectural Anthropology in Japan , London-Berlin 1993 Scolari, M., Oblique Drawing: A History of Anti-Perspective , Cambridge Mass. 2012 Wells, W.H., Perspective in Early Chinese Painting , London 1935.

51 Literature and the City: A Global Perspective – S1510 Elana Gomel Tel Aviv University

Course description Elana Gomel, Tel Aviv University Modernity is inseparable from the big city, its crowds, spectacles, MA in English Literature and PhD in sounds, and smells. The explosive growth of cities at the beginning of the Humanities (TAU). Professor, the 19th century paved the way for industrialization, technological Department of English and American Studies at TAU. Formerly Visiting revolution, and global capitalism. It also created a particular type of Scholar at Stanford and Princeton. artistic sensibility: the flâneur, the alienated but curious explorer of Her fields of interest are Narrative the many urban worlds. In modern literature, the city often becomes theory, Postmodernism, Genre Theory, the protagonist, eclipsing in importance individual characters. In this Science Fiction, Fantasy, Science and course we will discuss the role of the city in modern literature. Literature, Urban Studies, Starting with the Victorian metropolis of Charles Dickens and Arthur Multiculturalism, the Victorian Novel, Charles Dickens. One of her most Conan Doyle, we will follow the changing images of the city to con - recent books is Narrative Space and temporary urban fantasy and beyond. Time: Representing Impossible The impact of the city is not limited to Anglophone literature. The 21 st Topologies in Literature, New York: century is marked by the rise of global cities, such as Shanghai, Hong Routledge, 2014. Kong, London, and Mumbai. The urban politics of globalism pose a challenge to the power of the nation state and offer a promise of greater freedom and mobility. As Derrida puts it in his essay “On Cosmopolitanism”: “Could the city, equipped with new rights and greater sovereignty, open up new horizons of possibility previously undreamt of by international state law?” At the same time, 21st-cen - tury global cities are plagued by problems similar to those of the Victorian metropolis: increasing social and economic inequality, over - population, and crime. We will consider how the Victorian and mod - ernist legacy of the urban novel is creatively transformed by writers across the globe.

Goals of the course: Familiarity with the cultural history of the city. Capacity to analyze contemporary texts in their historical contexts.

Syllabus Week 1 Experience of the City Background Reading: Ed Soja “Putting Cities First: Re-map - ping the Origins of Urbanism” (in Bridges and Watson); Richard Sennett, “Introduction” Texts discussed in class: Edgar Allan Poe, “The Man of the Crowd”. Topics for discussion: the difference between rural and urban lifestyles; the rise of cities and the development of civiliza - tion; crowds; sensory overload; distraction; anonymity

52 Week 2 City and Modernity Background Reading: Raymond Williams, The Country and the City (Chapter 1); John Urry, “City Life and the Senses” (in Bridge and Watson) Texts discussed in class: Charles Baudelaire, “The Painter of Modern Life”, Walter Benjamin, “The Flâneur” Topics for discussion: the flâneur, the artist, and the bohe - mian; the pleasures and the perils of city life

Week 3 The City of Two Tales: the Victorian Metropolis Background Reading: Peter Ackroyd, “Night in the City”, Raymond Williams, The Country and the City (Chapter 19); Bridge And Watson, “The City Imaginaries” Texts discussed in class: Charles Dickens, Sketches by Boz (Chapter 1, “The Streets - Morning”, Chapter 2, “The Streets- Night”) Charles Dickens, Bleak House (Chapter 1) Topics for discussion: the rich and the poor; class, race and gender in Victorian London; the impact of inequality on the topography of urban space.

Week 4.1 Crime and Punishment in the City Background Reading: D. A. Miller, The Novel and the Police (Chapter 6) Texts discussed in class: Arthur Conan Doyle, “The Adventure of the Red-Headed League”, “The Adventure of the Blue Carbuncle” Topics for discussion: crime, surveillance, and the private eye.

Week 4.2 Dreaming in the City Background Reading: Steve Pile “Sleepwalking in the City” (Watson and Bridge, Ch. 8) Texts discussed in class: Robert Louis Stevenson, “Strange Case of Dr. Jekyll and Mr. Hyde” Topics for discussion: the urban imagination, cities as dreamscapes, desire and fear.

53 Week 5 City of Light, or Urban Utopia Background Reading: Le Corbusier, The City of Tomorrow (excerpts); Raymond Williams, Chapter 23 (“The City and the Future”)T exts discussed in class: Jules Verne, The Begum’s Fortune (excerpt); J. G. Ballard, “Concentration City” Topics for discussion: how the modernist urban utopia turned into a nightmare.

Week 6 The Traumatized City Background Reading: Sennett, Chapter 7 (“Fear of Touching”) Texts discussed in class: Peter Ackroyd, “Blitz”; Art Spiegelman, In the Shadow of No Towers (graphic novel, excerpts) Topics for discussion: cities and catastrophe, urban apoca - lypse, disease and contagion.

Week 7 The Divided City Background Reading: Gary Bridge and Sophie Watson City Differences (Ch. 21); Peter Marcuse, Cities of Polarization and Marginalization (Bridge and Watson, Ch. 23). Texts discussed in class: Neil Gaiman, Neverwhere Topics for discussion: class, ethnic and racial divisions in the city.

Week 8 Visible and Invisible Cities Background Reading: James Donald, “The Immaterial City: Representation, Imagination and Media Technologies”: (Bridge and Watson, Ch. 5) Texts discussed in class; Neil Gaiman, Neverwhere; Italo Calvino , Invisible Cities Topics for discussion: representation, media and cyber-cities

Week 9 The Global City 1: Culture and Representation Background Reading: Anthony King, “Postcolonialism, Representation and the City” (Bridge and Watson, Ch. 22) Lily Kong, “Value Conflicts, Identity Construction and Urban Change” (Bridge and Watson, Ch.30) Texts discussed in class: Calvino, Invisible Cities; Topics for discussion: the rise of the global metropolis

54 Week 10 The Global City 2: Fear and Hope Background Reading: Sennett, “Conclusion: Civic Bodies” Texts discussed in class: Haruki Murakami, 1Q84 (Chapter 1 and 2) Topics for discussion: how the heterogeneous, global, multi - cultural metropolis creates a new sense of self and a new relationship with the Other.

Week 11 City of the present? Background Reading: Rem Koolhaas, “The Invention and Reinvention of the City” Texts discussed in class: China Miéville, The City and the City Topics for discussion: have big cities become uninhabitable?

Week 12. City of the Future? Background Reading: Erik Swyngedouw and Maria Kaika,”The Environment of the City ... or the Urbanisation of Nature” (Bridge and Watson, Ch. 47), Raymond Williams, “Cities and Countries” (Ch. 25) Topics for discussion: how can urban experience be reimag - ined in the 21st century?

Evaluation The final grade is given on the basis of the following: Two class presentations (30 %) A research paper (30 %) Final exam (40%)

Readings A Companion to the City , Gary Bridge and Sophie Watson, eds Flesh and Stone , Richard Sennett The Country and the City, Raymond Williams

55 Identity, Heritage and Globalization – S1511 Deborah Levenson Boston College

Course description Deborah Levenson , Boston College Encounters with Others: Global Tourism and Third World Communities BA and MA in History Tourism is one of the fastest growing global industries. No single (Massachussetts), PhD in Latin sphere connects as many people and cultures as does tourism today. American History (NYU). Professor of History at BC. Teaching areas: Modern It effects identities on the multiple levels of nation, gender, class, race, and colonial Latin America; urban and sexuality, and it alters the meanings of tradition, local culture and poverty; modernity; gender; social heritage. movements; religion and history; oral Once a luxury for the wealthy, tourism has become embedded in the history. At present, her research life styles of hundreds of millions of people; according to the United focuses on a study of two very Nations in 2013 international tourists numbered over one billion. different Guatemalan artists, using their art, patrons and life stories to Whether in the Amazon, Costa Rica, Turkey or Venice and whether think about the history of twentieth- families with children, the elderly or young backpackers, the needs of century Guatemala. Among her most tourists draw on local resources of labor, water and land, and on cul - representative publications in the tural reserves of music, cuisine and crafts. This course unpacks tourism field of Feminism “The Loneliness of as a global event. Its links seem without end. Working Class Feminism” in The Discussions about tourism abound. Does it promote economic devel - Gendered Worlds of Latin American Women (1997). opment? Increase world understanding? Modernize? Drain resources? Promote dependency? Reinforce hierarchies of color and class? Does it redesign urban spaces into historical fantasies? Support museums? Preserve folk culture? Homogenize folk culture? By first discussing general global issues and then looking at case stud - ies, Encounters with Others gives students a chance to understand how tourism, an apparently commonplace question of reading guide - books and booking lodgings, reshapes the world. It offers a complex picture, and an opportunity to understand global tourism without making simplistic judgments.

Learning outcomes Students will learn to contextualize tourism within the dynamics of globalization. They will learn to examine the relationship between developed countries and underdeveloped ones through the lens of tourism. They will acquire a sense of the importance of contingencies: many of the ills ascribed to tourism reflect weak local governmental policies, and not tourism per se. They will learn about the crucial role of international organizations. A final outcome will be that students acquire knowledge about Latin America.

56 Syllabus Weeks 1 Feb 24-26. Introductions: Our global tourism; sightseers and sights Reading: George Gmelch “Let’s go Europe.”

Week 2 March 3-5 The Field of Tourism Readings: Erve Chambers, “Tourism, Society and the Political Economy;” and Nelson Graham, “A Secular Ritual.”

Week 3 March 10-12 The challenges: Reading: Chambers, “Nature Tourism and the Environment;” “Tourism and Culture.”

Week 4 March 17-19 First World Tourism: In Front of Our Eyes Reading: Chapters 3 and 4 from Robert C. Davis and Garry Marvin, Venice, the Tourist Maze

Week 5-6 March 24-26-31, April 2 Globalization and Tourism: the historical case par excellen - ce: The Caribbean Reading: Jamaica Kincaid, A Small Place ; Polly Pattullo, Last Resorts Chapters 3-4, and 6.

Week 7 April 14-16 Tourism and the Performing of Culture Reading: Michael Foster, “Inviting the Uninvited Guest: Ritual, Festival, Tourism, and the Namahage of Japan;” Walter Little, “Performing Tourism: Maya Women’s Strategies.” Papers due without exception at the close of week 7.

Week 8 April 21-23 The Tourism Encounter Readings: Jon Abbink, “Tourism and its Discontents: Suri- Tourist Encounters in Southern Ethiopia; Jill Sweet, “Et ‘em Loose’ Pueblo Indian Management of Tourism.”

57 Week 9 April 28-30 Tourism, Gender and Sexuality Readings: Hazel Tucker, “Negotiating Gender Relations and Identity between Locals and Tourists in Turkey, Romantic Developments;” Denise Berman, “When Sex Workers and Sex Tourists Meet.”

Week 10 May 5-7 Tourism and Identity Readings: Amanda Stronza, “Through a Mirror: Tourism and Identity in the Amazon;” Jack Kugelmass “Rites of the Tribe: The Meaning of Poland for American Jewish Tourists.”

Week 11 May 12: Tourism and Art (Back to Venice!) The Venice Biennale: The scene and the seeing

Week 12 May 19-22: Field Work reports. Robert Davis, Chapter 11 “Taking it all home.”

Policies: No mechanical devices may be used without the professor’s permission.

Evaluation Evaluation will be based on class participation (15%); in-class writing assignments (a total of 25%); a 5-8 page paper that deals with devel - opment, heritage, identity or an aspect of promotion, whether guide books or package tours (25%); field work—including oral presentation (15%), and a final essay (20%).

Readings With one exception – Jamaica Kincaid’s A Small Place – which you need to buy, I will send out PDFs of the readings as the class progresses. These are book chapters, or scholarly articles. Readings must be done on time, and students will write about them in- class. In addition, I may add readings – or subtract some – as the class gets going.

58 Globalization, Ethics, Welfare and Human Rights – S1512 Francesca Coin Università Ca’ Foscari Venezia

Course description Francesca Coin , Università Ca’ Foscari The course looks at the ethical implications of globalization, its impact Venezia on society, welfare and human rights. Over the past decades, the B.A. in History, M.A. and Ph.D. in process of globalization has largely transformed our perception of the Sociology. Assistant Professor in Sociology at Ca’ Foscari University of world. Ethnoscapes, mediascapes, technoscapes, financescapes and Venice, where she teaches courses on ideoscapes (Appadurai; 1996) fuse in the global city, transforming its Neoliberal Policies and Globalization. space and territory into a melting pot of diaspora communities, tech - Already taught at VIU. She has lived nologies, financial capital, information and communication. for several years in the United States Historically, law, economy, security, authority, and citizenship have and has travelled extensively through largely been constructed as national. Yet, as globalization challenges Asia and the Americas doing research and social work in the rural the sovereignty of the nation-state, it also stimulates new founda - peripheries in order to assess the tional grounds for global citizenship. This course analyzes economic impact of globalization on labor. The globalization in a historical perspective. Its goal is to analyze and eval - notion of labor is her main research uate the arguments of both the critics and the advocates of globaliza - interest. She has published tion, paying particular attention to the questions that globalization extensively on issues related to labor raises about the future. Is it possible to use globalization to envision conditions in the rural peripheries and in the West, looking at the different models of economic integration and global coexistence? Is it effects of neoliberalism on possible to use the current crisis as an opportunity to imagine future subjectivity. Currently, her main possibilities for an alternative economic development? research interests focus on the impact of neoliberalism and austerity Description of in-class discussions in the public sphere, particularly We will have six in-class discussions on six different books. Our policy regarding reproduction and for each book is “read all you want”, this means that you are free to education. read as much or as little as you want of each book but you should be able to exchange perceptions and respond critically in class. The idea is that you should work in groups: if you want to read only a limited num - ber of pages you should coordinate in very large groups, bearing in mind that large groups will be harder to organize and coordinate. Smaller groups are easier to coordinate though each member must read more. Class discussions will be self-organized and must touch on all aspects of the book. Each of you must be actively involved either by leading the class discussion, presenting a power point or raising critical questions and controversial issues. By the end of the discussion each person should have a critical grasp of the materials in their entirety. You will have ten days to organize each in-class discussion and find creative ways to make them involving and stimulating for everyone.

Description of response papers The main goal of this assignment is to encourage you to think critical - ly about the materials that we read in class. We will spend three to

59 five weeks discussing each topic. At the end of each session, you must turn in a response paper. Response papers should be three pages long and reflect your personal opinion and your theoretical perspective. What is the author’s main argument? What are the more reasonable aspects of his/her argument, what instead would you criticize?

Description of final paper In the response paper, you have to provide an in-depth analysis of one of the topics that we read in class. As a general rule, your paper should have a strong central argument which should be clearly stated in your introduction. This argument can be phrased as a statement or as a question, and expanded in the body of your paper. The body of your paper should detail your argu - ment, and support it with evidence such as examples or quotations. This part of your paper should have a logical and coherent progression and show your ability to draw theoretical connections. At the end of the paper, you should summarize how the evidence you have present - ed proves your argument. You can also use your conclusion to raise interesting questions for further study. Remember that you must cite all your sources, even if you do not quote them directly, and add a final bibliography. For information on the format of citations and bibliography see the ASA style guide on: http://www.calstatela.edu/library/bi/rsalina/asa.styleguide.html. Your final paper should be 8 full pages and must be typed, double- space in font 12 Times New Roman, one inch margin, and stapled at the top-left corner of the page.

Class Environment In this class we are all teachers and students, and we share responsi - bility for creating and stimulating a safe learning environment. You are expected to be in class, to be prepared, to read, to think and to talk about the assigned readings. You are also expected to be on time, to leave on time, and to actively participate to each class activity and to stimulate vivid class discussion. It is crucial to assume that everyone’s experiences are different, and to respect each other’s feelings at all times.

Class Attendance I will record attendance. If you are absent, it is your responsibility to gather information about the materials covered. If you are late, make

60 sure you sign in for the day. Once you have signed attendance, you are required to stay for the entire class. Please let me know in advance if you expect to miss a class so that proper arrangements can be made. Class absences will affect your grade.

Syllabus Week 1 Feb 23 Introduction. The end of history? Reading: F. Fukuyama, The End of History (1992) Feb 25 Freedom is just another word. David Harvey, A brief history of neoliberalism, chapters 1-2.

Week 2. March 2 On freedom E. Frankel Paul, Hayek’s conception of freedom, coercion and the rule of law March 4 Freedom in action David Harvey, A brief history of neoliberalism, chapter 3.

Week 3. March 9 Class discussion 1 Response paper 1 due (Harvey chapters 1 to 3; E. Frankel Paul) March 11 Globalization in Central and South America David Harvey, A brief history of neoliberalism, chapter 4.

Week 4 March 16 On Mexico F. A. Rothstein, Globalization in Rural Mexico, Three decades of Change, chapters 1-2 March 18 Class discussion 2 Response paper 2 due (Harvey chapter 4, Rothstein 1-2)

Week 5 March 23 Globalization in China Tom Miller, Chapters 1,2

61 March 25 Globalization in China Tom Miller, Chapters 3,4

Week 6 March 30 Globalization in China Tom Miller, Chapters 5,6 April 1 Class discussion 3 Response paper 3 due (Tom Miller, 1-6) April 6-10 SPRING BREAK

Week 7 April 13 The discourses of globalization Mark Blyth, Austerity’s Twin Histories. Preface, chapter 4 April 15 Mark Blyth, Austerity’s Twin Histories, chapters 5

Week 8 April 20 Mark Blyth, Austerity’s Twin Histories, chapters 6 Live like you’re rich - documentary April 22 Class discussion 4 Response paper 4 due (Blyth, 4-5-6)

Week 9 April 27 Globalization in the US Berardi chapter 1 April 29 Globalization in the US Berardi Chapter 2

Week 10 May 4 Globalization in Japan Documentary: Japan’s Disposable Workers Clips: Suicide as salvation May 6 Globalization in Japan Scott North, Deadly virtues: Inner-worldly asceticism and karoshi in Japan

62 Week 11 May 11 Class discussion 5 Response paper 5 due May 13 Case-study: Turkey Documentary Umut Özkırımlı - The Making of a Protest Movement in Turkey_ #Occupygezi-, foreward, introduction

Week 12 May 18 Umut Özkırımlı - The Making of a Protest Movement in Turkey_ #Occupygezi-, 1-2 May 20 Class discussion 6 Response paper 6 due Your Final Paper is due on Friday May 22 at noon

Readings David Harvey. 2005. A. Brief History of. Neoliberalism. Oxford: Oxford. University F. Fukuyama, The End of History (1992) E. Frankel Paul, Hayek’s conception of freedom, coercion and the rule of law F. A. Rothstein, Globalization in Rural Mexico, Three decades of Change, University of Texas, 2007. T. Miller, China’s Urban Billion: The Story behind the Biggest Migration in Human History, Zed Books, 2012. M. Blyth, Austerity: history of a dangerous idea, Oxford University Press, 2013. Scott North, Deadly virtues: Inner-worldly asceticism and karôshi in Japan Franco Berardi, Heroes, Verso Books, 2015. U. Özkırımlı - The Making of a Protest Movement in Turkey_ #Occupygezi- Palgrave Pivot 2014.

* Chapters to read will be indicated in class

63 Global Governance for Peace and Security, Cooperation and Development – S1513 Ilja Richard Pavone Consiglio Nazionale delle Ricerche

Course description Ilja Richard Pavone This course provides an introduction to the theory and practice of (Laurea) B.A. in Political Science and international organizations Its central theme is the interaction Phd in Human Rights and between international law and politics, illustrated through an in- International Order (Sapienza, Rome). Researcher of International Law, depth examination of the United Nations and a secondary focus on Institute for International Legal selected regional organizations. Studies of the Italian National Modern threats to peace and security, such as international terrorism, Research Council (CNR). Professor of drug trafficking, climate change, food scarcity, infectious diseases like Environmental Ethics and Scientific Ebola, illegal poaching, are proving impossible to solve through tradi - Education, Faculty of Natural and tional structures of national governments and intergovernmental Environmental Sciences, University of Siena and previously Visiting organizations (IGOs), or to fully understand through the lens of a sin - Professor at the NYU School of Law. gle academic discipline. The Course in Global Governance for Peace Author of over 30 publications, essays and Security, Cooperation and Development is an interdisciplinary and articles in international law, program that seeks to address global issues from multiple perspec - European Union law, and tives and methodological approaches. Its goal is to analyze the role of international organization with a the United Nations (UN) and its main specialized agencies (i.e. the particular focus on Bioethics, Human Rights and Environment, World Health Organization – WHO) and subsidiary bodies (i.e. the International Health Law. United Nations Environmental Program – UNEP) in dealing with the threats to peace and security of the XXI Century. The course aims to provide basic tools and concepts to understand the concept of Global Governance and its relevance for peace, security, development and international cooperation.

Specific issues tackled by this course are: Track 1: Key Actors of Global Governance in the XXI Century The world has changed enormously since the creation of the United Nations. There are four times as many state actors, a correspondingly greater number and proportion of non-state actors, and a tremendous diversity in the types of state and non-state actors compared to 1945. There has been a matching proliferation in the number, nature and types of threats to national security and world peace alike. Consequently, the growing number and types of actors in world affairs have to grapple with an increasing number, range and complexity of issues in an increasingly networked, deeply intertwined but also more fragmented world. This track analyzes the role of the United Nations in Global Governance in the XXI Century. To this aim, we will describe (a) the functioning of the United Nations and its main bodies; (b) the role of developing countries within the General Assembly; (c) the role of the Permanent Members (‘P5’) within the Security Council; (d) Proposals of reform of the Security Council; (e) working methods, mandate and

64 strategies of selected UN Specialized Agencies: World Bank, International Monetary Fund, International Maritime Organizations; (f) working methods, mandate and strategies of selected regional organ - izations (Council of Europe, OSCE, European Union, African Union, Organization of American States, experiences of cooperation in the Asian region, such as ASEAN and APEC). Track 2: New Threats to Peace and Security and the Role of the UN Security Council The general objective of this track is to promote the students’ under - standing of the contemporary threats to peace and security emerging from the practice of the UN Security Council. In particular, we will explore the corridors of reasoning of the SC in its determination of new threats to peace after the end of the Cold War and to identify the potential impact of the Council’s new approach on several branches of international law. In track 1, we will analyze the role the UN Security Council played in addressing these threats: (a) The Ebola Outbreak; (b) Climate Change; (c) International Terrorism; (d) Human Organs’ Trafficking; (e) Illegal Poaching; (f) Piracy in the Gulf of Aden. A section of Track 1 will also be devoted to cases of ‘failure’ of SC’c global gover - nance: the theory of humanitarian intervention and the Kosovo crisis of 1999; exporting democracy and fight against terrorism after 11/09: the cases of Afghanistan, Iraq and Libya; the shift from the concept of humanitarian intervention to the Responsibility to Protect (R2P); the Libyan crisis and the implementation of R2P; the military intervention in Mali; the Syrian crisis and the failure of R2P; the secession of Crimea and the deadlock of the Security Council. Track 3: Global Health Governance: the role of the World Health Organizations Global health is at the threshold of a new era. Few times in history has the world faced challenges as complex as those now posed by global health challenges such as the Ebola outbreak or infectious diseases like HIV/AIDS, malaria and tuberculosis. The common denominator of these pandemics is that they are poverty-related diseases originated from developing countries. WHO adopted a set of rules – the International Health Regulations, IHR – to deal with these challenges. In track 3, we will discuss the content of IHR and the validity of the ‘all-hazard approach’, adopted to address appropriately the Ebola Outbreak; the conformity with human rights’ standards of safety measures adopted at domestic level, i.e. travel bans and forced quarantines (selected nation - al legislations in Europe and in Africa will be analyzed). In fact, in addi -

65 tion to medical issues the Ebola outbreak raises questions of public health related to human rights’ protection; the next step will be there - fore to analyze: nature and scope of States’ duties in relation to the human right to health as enshrined in the WHO’s Statute and in Article 12 of the Covenant on Economic, Social and Cultural Rights. Track 4: Global Environmental Governance: the role of the United Nations Programme for the Environment (UNEP) This track analyzes the role of the United Nations Programme for the Environment (UNEP) in global matters related to environmental pro - tection, such as climate change, loss of biodiversity, and sustainable development. It assesses the strengths and weaknesses of the current global environmental policy and its architecture. This article argues that, to address the multi-faceted climate chal - lenge, governance efforts must evolve beyond the current global regime-building model and that environmental and development policies must become integrated much better. The key arguments to be dealt in track 3 are: (a) UNEP and its function - ing; (b) proposal to strengthen the role of UNEP in environmental gov - ernance; (c) UNEP’s key programs: climate change; disasters & con - flict; ecosystem management; chemicals and waste; resource efficien - cy; (d) sustainable development and the implementation of the UN Millennium Development Goals.

Learning outcomes of the course This course will give students a background in legal theory as applied to the global governance and provide students with an opportunity to acquire significant knowledge on some of the most pressing issues facing the world today. Students will be competent in international organizations and their respective roles in different policy fields (peace and security, health, environment, globalization, human rights). After the course attendance students are expected to have compe - tence in: _ The theoretical foundations of Global Governance; _ Processes, components, actors and stakeholders of Global Governance; _ The challenges to Global Governance; _ The role of the United Nations in three principal areas: peace and security, human rights, health, environment and sustainable devel - opment

66 _ The role of regional organizations in peace and security _ The changing nature of international relations. The course aims also to increase students’ awareness of legal and ethical skills: _ Through rigorous engagement with legal and philosophical debates, arguments and themes concerning global governance. _ Through sustained encouragement to articulate sound ideas and arguments in class and through a written essay, the elaboration of a report within a working group and a moot court competition.

Required preliminary knowledge There are no prerequisites for this course. That said, an interest in eth - ical and legal aspects of globalization will help students understand the main arguments more quickly. Relatedly, reading and writing com - fortably in English at the undergraduate college level will enable stu - dents to engage more actively in course discussion forums and peer assessment exercises.

Evaluation

Assignment Overview Here are some of the course assignments and activities: Oral Lectures: Most of the course content is delivered through oral pre - sentations and slide shows. Each lesson is divided in a theoretical and a practical part. After an analysis of the position of the most eminent scholars on the topic dealt, of the relevant ethical issues and of the international legislation, case studies will be presented (i.e. the situa - tion in Syria, the new strategy against terrorism, climate change and the policies adopted by a specific country). Video Lectures: some video lectures/documentaries are foreseen. Each video runs 10-12 minutes; Discussion forums: The class thrives on discussion. Multiple discussion forums are designed to come from of the lectures. Students will have the ability to articulate their own views on globalization as well as learn from their fellow students from around the world. Organization of Conferences/Seminars: The lecturer will organize round tables/workshops/seminars during his/her semester with his/her colleagues. Selected students will have the possibility to par - ticipate in this activity through a short presentation (5’) during the workshop.

67 Assessment of student work: Midterm Written Exam 20% Final Written and Oral Exam 40% Moot Court Competition 20% Working Group 20% Definitions of student work: a) The Midterm Exam This will be an in-class exam consisting of 1 essay question and 10 short answer keyword identification questions based on key terms . Overall the exam will test students’ knowledge of what has been taught in lectures throughout the first part of the quarter. The stu - dents will be given three potential essay questions in advance; of these, one will be selected for the current midterm. This exam is worth 20% of the final grade, i.e. 10% for the essay and 10% for the key term identifications. b) The final exam This will be a 2-hour exam consisting of 2 essay questions and 10 iden - tifications. It will test students’ knowledge of what has been taught in lectures throughout the semester. 5 questions will be given in advance, 3 will be selected for the final exam, and, of these, students will have to choose 2 to answer. There will also be 10 identification questions requiring short 3 - 5 sentence responses. This exam is worth 40% of the final grade. c) The Moot Court Competition The students will have to simulate a judicial case of human rights’ vio - lation before an international court (i.e. African Court on Human Rights, Inter-American Court on Human Rights). They will be divided in two groups: the claimants (i.e. native population whose right to land has been damaged by an international corporation), the defendant (the State). The professor of the course and some of his/her colleagues will be the judges and will adopt a final statement on the merits of the case. The claimants and the defendants will then receive a vote from the judges evaluating their work. This exercise will provide 20% of the overall evaluation.

68 d) Working Group: The research work which will contribute 20% towards the final grade consists of two different gradable components. The focus of the research will be to prepare a report on a specific issue dealt through the semester with a particular focus on case and country studies. The aim is also to help students see how they can work in a multicul - tural team and bring together insights from lectures and already existing academic writings with primary research carried out on a topic of their particular interested. The final reports drafted by each group will be presented orally at the end of the semester before the class.

Readings

D1. Main text Conforti B. and Focarelli C., (2010) The Law and Practice of the United Nations , Leiden: Martinus Nijhoff;

D2. Suggested readings Alston P, (2012),“The United Nations: No Hope for Reform?”, in Realizing Utopia: The Future of International Law ( Cassese A. ed.), Oxford: Oxford University Press; Byrnes A., Hayashi M., Michaelsen C., (2013), International Law in the New Age of Globalization , Leiden: Martinus Nijhoff; Newman E. , Thakur R. Tirman J., (2006), Multilateralism Under Challenge? Power, International Order, and Structural Change (Tokyo: United Nations University Press; Franck J., (2013), Governance Challenges in Global Health , New England Journal of Medicine, 368: 936-942.

69 Globalization, Environment and Sustainable Development – S1514 Ignazio Musu, Ilda Mannino Venice International University

Course description Ignazio Musu , TEN Center Globalization has important impacts on the environment that need Professor of Economics and to be taken into account in order to achieve sustainable development. Environmental Economics, Faculty of The course aims at introducing the students to the environmental Economics at Ca’ Foscari. President of the VIU TEN Center in charge of the implications of globalization. Environmental issues have gained cen - Sino-Italian Advanced Training ter-stage in economic analysis and policy-making in recent years and Program on environmental their urgency has opened up new opportunities in terms of techno - management and sustainable logical innovation and entrepreneurship. development and of the Course for Through an interdisciplinary perspective, the course will provide stu - Sustainability targeting South- dents with key competences and instruments for the analysis of natural Eastern European countries. Member of different commissions, among and environmental resources in a sustainable perspective and for the which the supervision board of the development of policies oriented towards the promotion of sustainable Bank of Italy and Giorgio Cini development processes both at a national and international level. Foundation, Venice. Former Dean of VIU. Already taught at VIU in Spring Introduction and objectives 2011-2014. His main research fields The course focuses on environmental issues in a globalized context are Environmental and Resource Economics, Growth Theory, within the framework of sustainable development. From this perspec - International Trade. tive the course will cover different themes, starting from the introduc - tion of the concepts of economic globalization and of sustainable Ilda Mannino , TEN Center development, exploring then the new concept of Green growth and (Laurea) Bachelor in Environmental using the case study of China as representative of the relationship Science (Ca’ Foscari). Scientific between economic development and environmental issues. The Coordinator of Research and course will also explore the role of businesses in sustainable develop - Advanced Training in Environmental Management at the VIU TEN Center. ment, considering Corporate Social Responsibility and Industrial Already taught for the SHSS program Ecology. Moreover international environmental agreements will be in Spring 2009-2013. Her Teaching considered as tool for promoting sustainable development at the topics include Industrial Economics global level. Climate change will also be analyzed as a key global chal - and Industrial Ecology at the Scuola lenge to the achievement of sustainable development. di alta specializzazione ambientale (ASA) of the Veneto Agency for Environmental Protection. Former Ca’ Course organisation and supervision Foscari Tutor within the Euro-Asian The overall structure of the course and its thematic organisation have research and training in Climate been developed and coordinated by Prof. Ignazio Musu (Ca’ Foscari change Management (CLIMA).Post- University, TEN Center - Venice International University) and Dr. Ilda doctoral research conducted at the Mannino (TEN Center - Venice International University). Center of Industrial Ecology, Yale The course is organised around different thematic areas, each devel - University. Her present research interests focus on Integrated Coastal oped through classes, and lectures by experts and researchers with a Zone Management and Industrial different background. Ecology.

70 Syllabus and Readings

ORIENTATION Week 0 February 16-20 Thursday, February 19 Freshman fair

THEME I – INTRODUCTION TO SUSTAINABLE DEVELOPMENT AND GLOBALIZATION Week 1 February 24-26 Tuesday, February 24, 11.00-12.30 Interaction Between Society and Environment – part I Dr Ilda Mannino (TEN Center, Venice International University) Required Readings: Book Ecological Economics , by Michael common and Sigrid Stagl, Chapters 3-4. Thursday, February 26, 11.00-12.30 Interaction Between Society and Environment – part II Dr Ilda Mannino (TEN Center, Venice International University) Required Readings: Book Ecological Economics , by Michael common and Sigrid Stagl, Chapter 5: 5.5.6.2, 5.4; Chapter 6: 6.1, 6.2, 6.3.6-6.6.3; Chapter 7.

Week 2 March 3-5 Tuesday, March 3, 11.00-12.30 Introduction to Sustainable Development Dr Ilda Mannino (TEN Center, Venice International University) Required Readings: Book Ecological Economics , by Michael common and Sigrid Stagl, Chapter 10.1; 10.4 http://www.undp.org/mdg/ ; www.MAweb.org ; http://www.uncsd2012.org/rio20/; http://www.uncsd2012.org/rio20/about.html Thursday, March 5, 11.00-12.30 Globalization and Sustainable Development: Rio + 20 and After, Sustainable Development Goals Dr Ilda Mannino (TEN Center, Venice International University)

71 Required Readings: http://www.undp.org/mdg/, www.MAweb.org , http://www.uncsd2012.org/rio20/, http://www.uncsd2012.org/rio20/about.html, https://sus - tainabledevelopment.un.org/focussdgs.html, UN 2012, The future we want

Week 3 March 10-12 Tuesday, March 10, 11.00-12.30 Sustainable Development in Practice: Discussion and Exercises in Class Dr Ilda Mannino (TEN Center, Venice International University)

THEME II – SUSTAINABLE DEVELOPMENT and GREEN ECONOMIC GROWTH IN a GLOBAL SCENARIO Thursday, March 12, 11.00-12.30 A Fossil Fuel Based Global Economy Prof. Ignazio Musu (Ca’ Foscari University and TEN Center, Venice International University) Required Readings: M. Scott Taylor, J. Moreno Cruz, Back to the Future of Green Powered Economies , NBER WP 18236, 2012; IIASA, Global Energy Assessment , Cambridge University press, 2012, pp.108-116; R.Gordon, Is U. S. economic growth over? Faltering innovation confronts the six headwinds , NBER, WP 18315, august 2012.

Week 4 - March 17 – 19 Tuesday, March 17, 11.00-12.30 The Global Energy System: Energy Efficiency Prof. Ignazio Musu (Ca’ Foscari University and TEN Center, Venice International University) Required Readings: M. Grub, Planetary Economics , Routledge, 2013, chapters 3-5. Thursday, March 19, 11.00-12.30 The Global Energy System: New Energy Sources Prof. Ignazio Musu (Ca’ Foscari University and TEN Center, Venice International University) Required Readings: International Energy Agency, World Economic Outlook, 2012 and 2013; D. Helm, The Carbon Crunch , Yale University Press, 2012, chapters 4-8.

72 Week 5 March 24-26 Tuesday, March 24, 11.00-12.30 Market, Prices and Sustainable Development Prof. Ignazio Musu (Ca’ Foscari University and TEN Center, Venice International University) Required Readings: M. Common and S. Stagl Ecological Economics , Cambridge University Press, 2005, chapters 8,9 and 11. Thursday, March 26, 11.00-12.30 Environmental Taxes and Cap and Trade Systems Prof. Ignazio Musu (Ca’ Foscari University and TEN Center, Venice International University) Required Readings: M. Grub, Planetary Economics , Routledge, 2013, chapters 6-8.

Week 6 March 31- April 2 Tuesday, March 31, 11.00-12.30 Globalization and Green Growth Prof. Ignazio Musu (Ca’ Foscari University and TEN Center, Venice International University) Required Readings: World Bank, Inclusive Green Growth , 2011; I.Musu, On Greening Economic Growth: a critical survey , VIU, 2014. Thursday, April 2, 11.00-12.30 Green Growth: Strategies and Policies Prof. Ignazio Musu (Ca’ Foscari University and TEN Center, Venice International University) Required Readings: D. Mazzucato, The Entepreneurial State , Anthem Press, London, 2013. chapters 6 and 7; D.Rodrik, Green Industrial Policies, Grantham Research Institute proj - ect on “Green Growth and the New Industrial Revolution”, September 2013; I.Musu, On Greening Economic Growth: a critical survey , VIU, 2014. MID-TERM EXAM – title and short outline of the essay and group paper is due by Friday 18 Midterm break April 6 - 10

73 Week 7 April 14-16 Tuesday, April 14, 11.00-12.30 Economics of Climate Change: Analysis and Policy Prof. Ignazio Musu (Ca’ Foscari University and TEN Center, Venice International University) Required Readings: R.S.J. Tol, Climate Economics , Edward Elgar, 2014; W. Nordhaus, The Climate Casino , Yale University Press, 2013. Thursday, April 16, 11.00-12.30 Economics of Climate Change: Scenarios Prof. Ignazio Musu (Ca’ Foscari University and TEN Center, Venice International University) Required Readings: International Energy Agency, World Economic Outlook , 2014; R.S.J. Tol, Climate Economics, Edward Elgar, 2014; W. Nordhaus, The Climate Casino , Yale University Press, 2013.

Week 8 April 21-23 Tuesday, April 21, 11.00-12.30 A Case Study on Sustainable Development: China Prof. Ignazio Musu (Ca’ Foscari University and TEN Center, Venice International University) Required Readings: The World Bank, China 2030 , 2012.

THEME III – GLOBAL ENVIRONMENTAL ISSUES AND INTERNATIONAL AGREEMENTS Thursday, April 23, 11.00-12.30 Introduction to International Law and the Environment: the Climate Change Regime Dr. L. Massai (Catholic University of Lille) Required Readings: IEL after Rio, Peter Sands; The future we want, RIO+20 UNCSD, https://rio20.un.org/sites/rio20.un.org/files/a-conf.216l- 1_english.pdf.pdf ; United Nation Framework Convention on Climate Change; Kyoto Protocol, unfccc.int ‘A Guide to the Climate Change Convention Process’, http://unfccc.int/resource/docs/publications/guideprocess- p.pdf

74 Week 9 April 28-30 Tuesday, April 28, 11.00-12.30 Negotiating the 2015 Agreement: COP21/Paris final call? Dr. L. Massai (Catholic University of Lille) Required Readings: ‘Negotiators Handbook’ UNEP, http://unfccc.int/resource/docs/publications/negotiators_h andbook.pdf; The Long Way to the Copenhagen Accord, L. Massai, RECIEL 2010; Copenhagen Accord, http://unfccc.int/meetings/copen - hagen_dec_2009/items/5262.php; Cancun Agreements, http://unfccc.int/essential_back - ground/cancun_agreements/items/6132.php; Durban outcomes, http://unfccc.int/essential_background/items/6825.php; Doha Climate Gateway, http://unfccc.int/meetings/doha_nov_2012/meeting/6815.p hp#decisions Warsaw decisions, http://unfccc.int/meetings/warsaw_nov_2013/meet - ing/7649.php#decisions Lima Call for Climate Action http://unfccc.int/files/meetings/lima_dec_2014/applica - tion/pdf/auv_cop20_lima_call_for_climate_action.pdf

THEME IV – THE ROLE OF CORPORATE SOCIAL RESPONSIBILITY IN PROMOTING SUSTAINABLE DEVELOPMENT Thursday, April 30, 11.00-12.30 Business Ethics and CSR (Corporate Social Responsibility) Prof. Chiara Mio/M. Fasan (Ca’ Foscari University) Required Readings: Ioannis Ioannou and George Serafeim (2010). “Drivers of Corporate Sustainability and Implications for Capital Markets: An International Perspective”.

Week 10, May 5-7 Tuesday, May 5, 11.00-12.30 Measuring Environmental Costs AND Environmental Performances Prof. Chiara Mio/M. Fasan (Ca’ Foscari University)

75 Required Readings: Peter Kenning (2008). “The Influence of General Trust and Specific Trust on Buying Behavior” , in International Journal of Retail & Distribution Management, Vol. 36 No. 6, 2008, pp. 461-476. Gray R. (2010). “Is account - ing for sustainability actually accounting for sustainability and how would we know? An exploration of narratives of organisations and the planet”, in Accounting, Organizations and Society 35 (2010) 47–62.

THEME V – INDUSTRIAL ECOLOGY AND SUSTAINABLE DEVELOPMENT Thursday, May 7, 11.00-12.30 Introduction to Industrial Ecology and its Main Concepts Dr Ilda Mannino (TEN Center, Venice International University) Required Readings: Frosch R.A., Gallopoulos N. (1989). “Strategies for Manufacturing”, Scientific American 9/89; pp 144-152; Lifset R. & Graedel T.E. (2002). Industrial ecology: goals and definitions in A handbook of industrial ecology , Robert U. Ayres, Leslie Ayres.

Week 11 May 12-14 Tuesday, May 12, 11.00-12.30 Globalized Patterns of Industrial Production and Life Cycle Assessment Dr Ilda Mannino (TEN Center, Venice International University) Required Readings: Arena A. P. (2001). “Spreading Life-Cycle Assessment to Developing Countries Lessons from Argentina”, Journal of Industrial Ecology , Vol. 4, n. 3; Lifset R. (1993). “Take it back: Extended Producer Responsibility as a Form of Incentive-Based Environmental Policy”, Journal of Resource Management and Technology , Vol. 21, n. 4. Jackson T. (2005). Thursday, May 14, 11.00-12.30 Material Flow Analysis and Industrial Symbiosis Dr Ilda Mannino (TEN Center, Venice International University) Required Readings: Chertow M.R. (2000). “Industrial Symbiosis: Literature and Taxonomy”, Annual Review of Energy and the Environment, 25, pp. 313-337; Ehrenfield J.R.,

76 Chertow M.R. (2002). “Industrial Symbiosis: The Legacy of Kalundborg”, in A Handbook of Industrial Ecology , R.U. and Ayres L.W., Eds. Edward Elgar, Cheltenham, UK; Tong X., Lifset R., Lindhqvist T. (2005). “Extended Producer Responsibility in China Where Is “Best Practice”?”, Journal of Industrial Ecology , Vol. 8, n. 4.

Week 12 May 19-21 Tuesday, May 19, 11.00-12.30 Sustainable Consumption Dr Ilda Mannino (TEN Center, Venice International University) Required Readings: “Live Better by Consuming Less? Is There a “Double Dividend” in Sustainable Consumption?”, Journal of Industrial Ecology , Vol. 9, n. 1–2; Hertwich E. G. (2005). “Consumption and the Rebound Effect An Industrial Ecology Perspective”, Journal of Industrial Ecology , Volume 9, Number 1–2; Lifset R. (2000). “Moving from Products to Services”, Journal of Industrial Ecology , Vol. 4, n. 1. Thursday, May 21, 11.00-12.30 Industrail Ecology in Practice: Discussion and Exercises in Class Dr Ilda Mannino (TEN Center, Venice International University) Due group Research paper by May 21

Week 13 May 26 – 28 - Presentation of the research papers Due Individual essay by May 28

77 Evaluation Students will be expected to do the required reading and to attend classes regularly. Attendance is compulsory for all students. Required readings will be designated on a weekly basis according to the themes listed in the course outline. Students will be also encouraged to find additional material for their papers by searching the Internet and accessing suggested websites. Field trips and seminars related to the course will also be arranged. N.B. In addition to the 40 hours of in-class tuition, Globalization Program students must accumulate a minimum of 40 hours in semi - nars, guest lectures and field trips, and VIULECTURES.

Module Essays – A short essay will be expected from each student on one topic chosen from among the themes studied during the course – 45% of the final grade. Paper – There will be a group research paper required for the course – 45% of the final grade. Class participation – Overall class participation, in terms of both attendance and interaction, will count for 10% of the final grade.

78 Introduction to Economic Growth – S1515 Kirill Borisov, Yulia Vymyatnina European University at St. Petersburg

Course description Kirill Borisov, European University at The process of economic growth and the sources of differences in eco - St. Petersburg nomic performance across nations are some of the most interesting, Diploma of Economist- important and challenging areas in modern social science. Economists Mathematician and Phd in Mathematics (Leningrad), Doctor of have been thinking about economic growth since the days of Adam Science in Economics (Russian Smith. Their efforts have led to a better understanding of the sources Academy of Sciences, Moscow). of economic growth though many mysteries remain. Professor at the EUSP Department of The purpose of this course is to introduce students to these major Economics, where he was Dean in questions and to the theoretical tools necessary for studying them. 2008-2010. Research Interests: Discussions of theories and models developed to analyze growth are Economic growth and inequality, Natural resource and environmental placed in the context of the broad empirically observed patterns and economics, Political economy. Areas historical processes underlying the current state of the world econo - of Teaching: Macroeconomics; my. This course discusses what determines economic growth, why Microeconomics; Economic Growth; some countries are growing while other are not, why some countries International Economics ; have ended up being rich while many others remain poor, how glob - Mathematical Economics. alization influences countries’ growth prospects, and how historical, Yulia Vymyatnina , European cultural, religious, institutional, geographic and other non-economic University at St. Petersburg factors stimulate or otherwise economic growth. Diploma in Economics (St. Petersbug The course will also examine the place of discussions of growth in State University), MSc in Business economic discourse, of ethical and value judgments related to the Administration (Stockholm), MA and issues of economic growth and technical progress, and of whether PhD in Economics (EUSP). Professor growth makes us happier. and Deputy Head of the Economics Presentations during the course: the students will be given additional Department at EUSP. Formerly Visiting Scholar at UCL and Visiting suggested readings for short (about 15 minutes) presentations during Researcher at the Bank of Finland the seminars. The list of topics for presentations will be presented at and at the Oesteuropa Institut in the beginning of the course, and additional readings will be suggest - Regensburg. Teaching experience in ed taking into account the specific preferences and interests of the the field of Macroeconomics, students. Industrial Organization, Seminar participation: active participation is essential. Be ready to Consumer Behaviour, Economics for Energy Markets; Financial answer questions and discuss assigned readings as well as material Management, Monetary Policies, used in the classroom and to provide feedback on other students’ pre - Monetary Theories. Publications in sentations. English include Creating a Eurasian Homework: several written assignments will be given during the Union: Economic Integration of the course to assist students’ grasp of the main concepts and models dis - Former Soviet Republics, Palgrave cussed. Macmillan, 2014; and in Russian Theory of money: lessons from the Mid-term exam: a multiple-choice test intended to check students’ crisis, EUSP press, 2013. understanding and progress in the middle of the course. Final paper: students will be offered a tentative list of topics for the final paper. Specific topics and related literature will be discussed at the first seminars. Full guidelines will be provided at the beginning of

79 the course. Expected length of the final paper is about 4000 words. Final exam will consist of two parts: multiple-choice questions and several problems covering the material of the whole course.

Learning outcomes By the end of this course, students should be able to: discuss the main empirical facts about economic growth; explain the main economic and non-economic factors affecting eco - nomic growth; use theoretical models for explaining the main facts about economic growth including the difference of growth rates between different countries; critically discuss these models and identify their limitations and fail - ings in accounting for empirical facts; critically discuss the relation of economic growth to such global prob - lems as environmental degradation, globalization, poverty and income inequality; summarize the main points treated in ethical discussions and value judgments related to economic growth and technological progress as well as relations between economic growth and subjective well-being.

Key topics _ Economic growth: differences between countries _ Income distribution across the world and global income inequality _ Factors affecting economic growth: _ Physical capital _ Population growth _ Human capital _ Technological progress _ Growth accounting _ Non-economic factors affecting economic growth: _ Natural resources _ Environmental issues _ Culture, religion and geography _ Institutions _ Globalization and growth _ Convergence hypothesis: do countries converge in terms of growth rates or incomes _ Economic growth, ethics and values _ Economic growth and happiness

80 Prerequisites This course has no prerequisites. However, some basic mathematics, algebra, and graphing will be used.

Evaluation: Presentations during the course 15% Seminar participation and homework 20% Mid-term exam 20% Term paper 25% Final exam 20%

Readings Core text: David N. Weil. 2013. Economic Growth. Pearsons, 3rd edition.

Additional reading William Easterly. 2001. The Elusive Quest for Growth. MIT Press. Elhanan Helpman. 2004. The Mystery of Economic Growth . Harvard University Press. Michael Spence. 2010. The next convergence . Picador. Thomas Piketty. 2014. Capital in the Twenty-First Century . Harvard University Press. Tomas Sedlacek. 2011. Economics of Good and Evil: The Quest for Economic Meaning from Gilgamesh to Wall Street . Oxford University Press. Janos Kornai. 2013. Dynamism, Rivalry, and the Surplus Economy: Two Essays on the Nature of Capitalism . Oxford University Press.

Further reading will be suggested during classes. Obligatory readings will vary between 40 and 50 pages per week.

81 Globalization and Competitiveness: Global Value Chains – S1516 Stefano Micelli, Giulio Buciuni Universtià Ca’ Foscari Venezia

Course description Stefano Micelli, Università Ca’ Foscari In the last fifteen years, economic integration has been moving faster Venezia and farther throughout the world, triggering substantial discussion Associate professor in Business on globalization and its consequences for businesses and industries. Economics and Management and Chair of the Degree Program in Particular attention has been dedicated to a variety of topics related International Management at Ca’ to international management and regional competitiveness and Foscari University, Director of the development. The course aims at framing the debate on globalization TeDIS Center and former Dean of VIU. by highlighting the impacts of the international integration of mar - Coordinator of many national and kets for goods, labour and technologies on firms, territories and local international projects in the fields of production systems. ICT, local economic development and competitiveness of firms and regions. Research focus on the impacts of Introduction and objectives information technologies on The goal of this course is to familiarize students with the strategic business competitiveness, options and challenges businesses and industrial systems face in the internationalization of industrial global economy. Towards this goal, the course will expose students to districts and design; and more current concepts, frameworks and theories relevant to the study of firms’ broadly on Production systems, Business administration and international development. The global value chains (GVCs) approach will Internationalization strategies and be used as an analytic and interpretive tool for understanding paths of upgrading processes of SMEs in economic growth for both organizations and local production systems. global value chains. Students will be encouraged to undertake interdisciplinary team research projects focusing on global industries and related issues. Giulio Buciuni, Università Ca’ Foscari Venezia Course organization and supervision (Laurea) Bachelor in Marketing and Business Management, (Laure The overall structure of the course and its thematic organization have Specialistica) Master in Economics been developed by prof. Stefano Micelli (Università Ca’ Foscari di and Management of Networks (Ca’ Venezia, Venice International University), and Giulio Buciuni (lecturer Foscari), PhD in Business and course coordinator, Università Ca’ Foscari di Venezia, Venice Administration (Verona). Post- International University). The course is organized around different the - doctoral Research Fellow at the matic areas, each developed through classes, seminars and field trips. Department of Management at Ca’ Foscari. Visiting fellow at the Center on Globalization, Governance and Course Requirements Competitiveness at Duke. Research Required reading will be designated on a weekly basis according to the interests: Global Value Chains, themes listed in the course outline. Students will be expected to do the Organizational structure, Global required reading and to attend class on a regular basis, as attendance Production Networks, is compulsory for all the participants. Field trips for members of the Outsourcing.Author of a comparative study on local production systems of class will be arranged. In addition to the 40 hours of in-class tuition, North Carolina and North-Eastern Globalization Program students must accumulate a minimum of 40 Italy and global competition. Already hours in seminars, field trips and VIU LECTURES. Participation in semi - taught in the Globalization Program nars, field trips and guest lectures is highly recommended to Semester in Spring 2012-2014. Program students, although it is not compulsory.

82 Course Outline Week 1 Rethinking competition in a globalizing economy Week 2 Fragmentation of production and offshore outsourcing Week 3 The theory of global value chains (GVCs) Week 4 Innovation in manufacturing GVCs Week 5 Exploring the nexus between industrial districts and GVCs Week 6 Doing research in GVCs Week 7 Team project set up and mid-term examination Week 8 Exporting the ‘Made in Italy’ brand in the global economy Week 9 Entrepreneurship and start-ups: why localism still matters Week 10 Design thinking Week 11 Green economy: between marketing and social responsibility Week 12 Team projects discussion

Syllabus

Week 1 Rethinking competition in a globalizing economy References Lesson 1 Is glo balization an irreversible path? Friedman, T. (2005). The World Is Flat. Picador, New York. Selected pages: 3-21. Ghemawat, P. (2007). Why the World isn’t flat. Foreign Policy, March 1, 2007. Lesson 2 Comp eting in the global economy: opportunities, threats, and trade-offs Spence, M. (2011). The Impact of Globalization on Income and Employment. Foreign Affairs, Jul/Aug2011.

Week 2 Fragmentation of production and offshore outsourcing References Lesson 3 What s hould we think about offshore outsourcing? Blinder, A. (2006). Offshoring: The Next Industrial Revolution? Foreign Affairs, March/Apr2006. Friedman, T. (2012). Average Is Over. The New York Times, January 24, 2012. Lesson 4 Wh at can we gain from a value chain analysis? Contractor, F.J., Kumar, V., Kundu, S.K. and Pedersen, T. (2010). Reconceptualizing the Firm in a World of Offshoring and Outsourcing: The Organizational and Geographical

83 Relocation of High-Value Company Functions. Journal of Management Studies, 47 (8): 1417-1433. Kaplinsky, R. and Morris, M, (2001). A Handbook for Value Chain Research. Institute of Development Studies, Brighton. Selected pages: 4-10; 22-23

Week 3 The theory of global value chains (GVCs) References Lesson 5 Govern ance and upgrading in global value chains (GVCs) Gereffi, G., Humphrey, J. and Sturgeon, T. (2005). The gover - nance of global value chains. Review of International Political Economy 12(1): 78-104. Lesson 6 Manag ing global value chains: Zara case study Tokatli, N. (2008). Global sourcing: insights from the global clothing industry—the case of Zara, a fast fashion retailer. Journal of Economic Geography (8): 21-38

Week 4 Innovation in manufacturing GVCs References Lesson 7 Rethink ing the role of manufacturing in GVCs Buciuni, G., G. Coro’, and S. Micelli (2013) Rethinking Manufacturing in Global Value Chains. An International Comparative Study in the Furniture Industry. Industrial and Corporate Change (Forthcoming). Lesson 8 Uno Contract Guest lecturer Mauro Tabaro, CEO of Uno Contract

Week 5 What’s the nexus between industrial clusters and GVCs? References Lesson 9 Industrial clusters and GVCs Bair, J. and Gereffi, G. (2001). Local Clusters in Global Chains: The Causes and Consequences of Export Dynamism in Torreon’s Blue Jeans Industry. World Development, 29 (11): 1885-1903. Lesson 10 Alfred Marshall alive and wel l? Readings will be provided by the lecturer

84 Week 6 Doing research in GVC References Lesson 11 Team project set up Lesson 12 Value chain globalization in project manufactur - ing industries Guest lecture: Dott. Ruggero Golini (University of Bergamo and Politecnico Milano)

Week 7 Doing research in GVC References Lesson 13 How do SMEs establish cross-border relation - ships? A GVCs perspective Buciuni, G., and L. Mola (2013) How Do Entrepreneurial Firms Establish Cross-Border Relationships? A Global Value Chain Perspective. Journal of International Entrepreneurship (for - thcoming). Lesson 14 Mid-term examination

Week 8 “Made in Italy” in the global economy Lesson 15 Design Apart Guest lecture: Prof. Stefano Micelli (Ca’ Foscari University of Venice) Lesson 16 Lamami Guest lecturer Andrea Girolami, Founder of Lamami

Week 9 Entrepreneurship and start-ups: does localism still matter? References Lesson 17 Ferriveloci Guest lecturer Gianmaria Citron, Founder of Ferriveloci Lesson 18 Entrepreneurship and Upgrading Guest lecture: Prof. Vladi Finotto (Ca’ Foscari University)

Week 10 Design thinking References Lesson 19 Magis Design Guest lecturer Eugenio Perazza, Founder and President of Magis Design Lesson 20 Team project and individual essay follow up

85 Week 11 Green economy: between marketing and social responsibility Lesson 19 The role of lead firms in fostering environmental innovation Guest lecture: Dott. Valentina De Marchi, (University of Padua) Lesson 21 Progetto Quid Guest lecture: Anna Fiscale, Founder of Progetto Quid

Week 12 Team project presentation Lesson 22 In-class presentation Lesson 23 In-class presentation

Evaluation Class Participation 10% Mid-term exam 30% Individual essay 30% Team Project 30% ————————— TOTAL 100%

Readings Bair, J. (2009). Frontiers of commodity chain research . Stanford University Press. Bartlett, C.A. and Ghoshal, S. (2002). Managing across Borders: The Transnational Solution . 2nd edition. Harvard Business School Press Dicken, P. (2003). Global Shift: Reshaping the Global Economic Map in the 21st Century , 4th edition. Thousand Oaks, CA: Sage Publications. Gereffi, G. and Korzeniewicz, M. (1994). Commodity Chains and Global Capitalism . Westport, CT: Praeger.

86 Cities, Global Change and Sustainable Development – S1517 Margherita Turvani Università Iuav di Venezia

Course description Margherita Turvani , Università Iuav di The course aims to provide students with the basic tools and frame - Venezia works to recognize and analyse contemporary urban issues. The (Laurea) B.A. in Political Sciences course will explore from an interdisciplinary perspective how cities (University of Turin). Professor of Political Economy at IUAV, work and change, in terms of urban life, configurations of people and Department of Planning & Design in place, social and environmental challenges, and urban sustainability. Complex Systems. She is IUAV Students will understand how cities are complex systems, where nat - representative on the VIU Board of ural and built environment co-evolve. Starting from a theoretical Directors. Previously taught at the introduction on cities, the course focuses on Venice as a peculiar case University of Turin and was of global city. Students will work on city “hot spots”, chosen as exam - Researcher at the University of Urbino. Formerly Visiting Fellow at ples of the key challenges enlightening the city complexity: architec - the University of Stanford and at ture, culture, social structure, economy, and natural environment as Tsinghua University. Taught at VIU in interrelated components in all case studies under examination. Fall 2010 and Spring 2011-2014. She The course will take advantage of a digital lab where students get in contributed to several research areas touch with fundamental digital tools for mapping and communicat - such as Labor Market Studies, New ing researches on complex places and spaces. Lab participants will Institutional Economics, Economics of Innovation and Industrial learn how manipulating and editing raster and vector images, as well Organization. Present research as learn how to contextualize historical and current data through the interests include: Sustainability and use of mapping and annotations in 3D space. Moreover students will Economics, focusing on Land and acquire knowledge about presenting richly annotated, time-based Urban Sustainability. and interactive visualizations of their case studies. Students will be organized in groups and from the very start of the course they will work with the aim of investigating the underlying complexity of the city ‘hot spots’ to highlight the contemporary major socio-economic and environmental challenges and to propose poli - cies and planning goals, trying to evaluate their impacts on the city. Field trips will be arranged on three Fridays in order to let the students become familiar with the ‘Case studies’ which will offer the base for providing the main tools and concepts to understand the urban func - tioning, with a focus on city governance, the policy making process, and the achievement of sustainability.

Course organization and requirements Students are expected to do the required readings and to attend class regularly. Attendance is compulsory for all students. Required read - ings will be made available on a weekly basis according to the themes listed in the course outline. Students will be also encouraged to find additional material for their group works by searching the Internet and accessing suggested websites.

87 Exams Two evaluations will take place during the course : Midterm evaluation: four written open questions will be assigned on week 6 and due on week 7, after the brake. Final evaluation made up of the presentation of research results on case studies (group work) and a final written test in class based on four open questions. The first evaluation is due on week 7th. The second evaluation is on week 12 and 13th (final presentation of group work, on week 12th; final written test on week 13th).

Classroom rules Attendance is compulsory for all students. Maximum 15% absence. Exam dates are: _ Due 7th week: mid-term evaluation _ Due 12 th week group presentation _ 13 th week: written final evaluation in class Students will have the chance of taking the exam just once and not have the possibility of taking the exam on other dates. The use of any kind of phones, tablets and computers (if not explicit - ly required by the instructor) is strictly prohibited during the class hours. Penalty grade will be assigned to students who will not follow these rules. Attendance/class participation/interaction grade can be nega - tively affected. It means that unexcused absences, lateness, low par - ticipation in class discussion, disrupting classes and the use of techno - logical devices if not required will reduce the grade.

Course Timing There are 2 lessons per week (90 minutes each) except for the 6 Lab sessions which will last 2 hours each and that will take place in the VIU Digital Lab with the assistance of Ludovica Galeazzo, and jointly organized with the course Coastal Wetlands, Lagoons and Estuaries: Environmental Monitoring and Management. There are three site visits on Fridays: Murazzi, Arsenal, Mose, jointly organized with the course Coastal Wetlands, Lagoons and Estuaries: Environmental Monitoring and Management Schedule for lessons: Monday and Wednesday 15.15 – 16.45 N.B. Schedule for digital labs: Monday and Wednesday 13.30 15.30

88 Syllabus and Readings

Module I: Cities Challenges Approaching Cities Week 1 Dates 23 Feb Lecture 1 Title Urbanization: an introduction Teacher Margherita Turvani Readings S. Kim, “Urbanization” The New Palgrave Dictionary of Economics, Second Edition - ARTICLE

Week 1 Dates 25 Feb Lecture 2 Title Venice: Social and Economic Overview Teacher Margherita Turvani Readings OECD Territorial Reviews: Venice –

Planning cities Week 2 Dates 2 Mar Lecture 3 Title Urban Planning: an introduction Teacher Matteo Basso Readings Hall P. e Tewdwr-Jones M. (2011). Urban and Regional Planning, 5th edition, London and New York: Routledge (pp. 11-25)

Week 2 Dates 4 Mar Lecture 4 Title Urban Planning: continuation Teacher Matteo Basso Readings Hall P. (2002). Cities of tomorrow: an intellectual history of urban planning and design in the Twentieth Century, 3th edition, Malden, Oxford: Blackwell (pp. 218-261)

89 City Challenges Week 3 Dates 9 Mar Lecture 5 Title The evolution of global production and its effects on cities Teacher Margherita Turvani Readings Begg I., 1999, Cities and Competitiveness, Urban Studies May,36: 795-809

Week 3 Dates 11 Mar Lecture 6 Title City Sustainability Teacher Margherita Turvani Readings Alberti, M. Susskind, L. (1996), Managing Urban Sustainability: an introduction to the Special Issue. Environmental Impact Assessment, 16:213-221. Mathew Khan, Green Cities, Brooking Institution, Ch. 6 and 8

Week 4 Dates 16 Mar Lecture 7 Title City sustainability: the Lagoon of Venice Teacher Margherita Turvani Readings Solidoro et al., 2010. Response of the Venice Lagoon Ecosystem to Natural and Anthropogenic Pressures over the Last 50 Years. In: Kennish, M. & Paerl, H. (Eds.), Coastal lagoons: critical habitats and environmental change. CRC Press, Taylor and Francis, Boca Raton, Florida, USA: 483-511. Musu, I. 2001, Sustainable Venice: suggestions for the future, Springer.

Week 4 Dates 18 Mar Lecture 8 Title Joint Lab Digital Mapping (Cartographic sources and intro - duction to QGIS) Teacher Ludovica Galeazzo et al. Readings Oscar Ravera, 2000, The Lagoon of Venice: the result of both natural factors and human influence, J. Limnol., 59(1): 19-30

90 Friday 20 Mar Visit to Murazzi & Museum

Week 5 Dates 23 Mar Lecture 9 Title Joint Lab Digital Mapping and Morphing (Georeferencing and introduction to Morph Age) Teacher Ludovica Galeazzo et al. Readings D. A. Debats, I. N. Gregory, 2011, Introduction to Historical GIS and the Study of Urban History, in «Social ScienceHistory», 35 : 455-463. R. White, What is Spatial History?, 2010, http://www.stan - ford.edu/group/spatialhistory/cgi-in/site/pub.php?id=29

Dates 25 Mar Lecture 10 Title Urban Regeneration: an introduction Teacher Camilla Costa Readings Garcia B. (2004), “Cultural Policy and Urban Regeneration in Western European Cities: Lessons from experience, prospects for the future”, Local Economy, Vol. 19, n. 4, 312- 326, November 2004, Routledge

Module II: Governing cities in the global era City Governance Week 6 Dates 30 Mar Lecture 11 Title Culture-led urban development: the case of Arsenale in Venice Teacher Camilla Costa Readings http://www.secondchanceproject.eu/static/venice.php

Week 6 Dates 1 Apr Lecture 12 Title Joint Lab. Data Management (Introduction to Omeka) Teacher Ludovica Galeazzo

91 Readings T. Clement, W. Hagenmaier and J.L. Knies, Toward a Notion of the Archive of the Future: Impressions of Practice by Librarians, Archivists, and Digital Humanities Scholars, in «The Library Quarterly», 83 (2), April 2013: 112-130

April 6-10 Midterm Break

Week 7 Dates 13 Apr Lecture 13 Title Urban Planning and Globalization: new goals, approaches, instruments since 1970 Teacher Matteo Basso Readings Hall P. (2002). Cities of tomorrow: an intellectual history of urban planning and design in the Twentieth Century, 3th edition, Malden, Oxford: Blackwell ( pp. 343-361)

Week 7 Dates 15 Apr Lecture 14 Title Joint Lab. Data Management (Introduction to Neatline) Teacher Ludovica Galeazzo et al.

Friday 17 Apr Visit to Arsenale

Week 8 Dates 20 Apr Lecture 15 Title Joint Lab. Ludovica Galeazzo. Classroom work

Week 8 Dates 22 Apr Lecture 16 Title Cities of the world Teacher Matteo Basso Readings Classroom work

92 Week 9 Dates 27 Apr Lecture 17 Title Comparing cities: The European and the Chinese City Teacher Matteo Basso Readings Campanella T.J. ,2008, The concrete dragon: China’s urban revolution and what it means for the world, New York: Princeton Architectural Press (pp. 281-302) Healey P. ,2007, “The struggle for strategic flexibility in urban planning in Milan”, in Healey P. Urban Complexity and Spatial Strategies, London: Routledge, pp.77-118

Week 9 Dates 29 Apr Lecture 18 Title Planning mega-events Teacher Matteo Basso Readings Chalkley B. and Essex S. (1999). “Urban development through hosting international events: a history of the Olympic Games”, in Planning perspective, 14(4), pp. 369-394.

Module III: Reshaping Cities Reshaping Cities: Urban Regeneration Week 10 Dates 4 May Lecture 19 Title Joint Lab. Omeka and Neatline application Teacher Ludovica Galeazzo

Week 10 Dates 6 May Lecture 20 Title The Creative Class in Urban Environments Teacher Camilla Costa Readings Florida R. (2003), Cities and the creative class -ARTICLE

Reshaping cities: Large project Week 11 Dates 11 May Lecture 21

93 Title Planning large projects Teacher Matteo Basso Readings Flyvbjerg B., Bruzelius N., Rothengatter W. (2003). Megaprojects and risk. An anatomy of ambition. Cambridge: Cambridge University Press (pp. 1-10) Altshuler A.A. and Luberoff D. (2003). Mega-projects. The changing politics of urban public investment, Washington, D.C.: Brookings Institution Press (pp. 8-44)

Week 11 Dates 13 May Lecture 22 Title Managing large projects Teacher Turvani

Friday 15 Site visit Mose

Group Work Week 12 Dates 18 May Lecture 23 Title Students Presentation Teacher Turvani & Basso

Dates 20 May Lecture 24 Title Students Presentation Teacher Turvani & Basso

Week 13 Dates 26- Lecture 25- Title written EXAM Teacher Turvani

Evaluation Group work: 40/100 presentation teamwork Written test: 40/100 ( 20 points on intermediate and 20 points on final ) Attendance/class participation/interaction 20/100

94 Coastal Wetlands, Lagoons and Estuaries: Environmental Monitoring and Management – S1518 Sonia Silvestri Duke University

Course description Sonia Silvestri, Duke University What are the main environmental issues in coastal lagoons and estu - (Laurea) B.Sc. in Environmental aries? What are the chief physical processes driving them? Why should Sciences (Ca’ Foscari) and PhD in we maintain coastal wetlands? Lagoons, deltas and estuaries are sub - Environmental System Modeling (Padova). Research scientist at the ject to rapid and sometimes extreme changes, in response to natural Nicholas School of the Environment and anthropogenic pressures. Importantly, the responses are not just (Duke) where she teaches “Remote related to physical processes, such as sediment dynamics induced by sensing of Coastal Environments” hydrodynamic patterns or extreme meteorological events, but also to and “Introduction to Satellite Remote ecological dynamics, in connection with vegetation cover, and the bio - Sensing”. For ten years (2001-2011) logical status of the sediments. Beside their evident ecological impor - she coordinated the remote sensing of the Lagoon for the Venice Water tance, coastal humid areas are often the location of important human Authority. Research interests: Remote settlements and the centre of relevant social/cultural interests. In fact, Sensing applied to vegetation direct or indirect human interference has produced in the past - and is mapping, soil studies, hydrology, tidal still producing - rapid morphological and ecological modifications of morphology and coastal water estuaries and lagoons worldwide. Venice and its lagoon are a well-doc - quality; Remote sensing and GIS umented and representative example of the possible outcomes of applied to the identification of illegal landfills and contaminated sites; human-natural systems interactions in coastal environments. Hyperspectral imagery analysis; The course is designed for both a technical and non-technical audi - Large-scale multi-criteria analysis ence in that it addresses general environmental issues in lagoons, (GIS); Salt marsh evolution modeling; estuaries/deltas and wetlands. The main processes driving change in Relationship between wetlands these environments will be presented, as well as the dominant eco- morphology and vegetation. Taught morphological processes, in terms of how they respond to pressures at VIU in Spring 2013 and 2014. like changing sea levels and water quality issues related to sustaining marshes and aquaculture. The course will use the history of the Venice lagoon, as well as descriptions of its more recent modifications, as an illustration of the issues connected with changes in coastal lagoons and estuaries driven by human impacts, induced climatic changes, and natural environmental dynamics. Adaptation measures to rising sea levels will be discussed, with particular reference to the MOSE sys - tem, the system of barriers currently being constructed to protect the city of Venice from extreme high tides. The course will also focus on observing, monitoring, and environmen - tal assessment: the necessary basis for management policies. Wetland functions, hydrology, decomposition, community habitat, and productivity will be discussed in an ecosystem context. Against this background the use of constructed wetlands for wastewater treatment and erosion control will also be presented. Students will acquire familiarity with various monitoring technologies, with partic - ular interest for satellite remote-sensing tools (this part will be syner - gistic with the course “Introduction to satellite remote sensing of

95 coastal environments”). Applications to the Venice Lagoon will also be discussed in detail through hands-on projects.

Course objectives and outcomes To develop (1) an understanding of the main natural and anthro - pogenic drivers of the evolution of environments subjected to tidal forcings, including both biotic and abiotic components; (2) a conceptu - al understanding of wetland preservation and restoration concepts and related topics; (3) the ability to analyze resource and manage - ment problems in coastal restoration. To analyze (1) wetland functions, ecosystem services and manage - ment strategies for wetland and coastal restoration; (2) specific exam - ples of protection/restoration activities applied in the Venice Lagoon. To develop (1) an understanding of how in-situ and remote sensing observations can support our understanding of coastal ecological and morphological dynamics. To provide students with (1) the opportunity for reviewing and dis - cussing restoration procedures and restoration assessments; (2) expe - rience in leading a seminar and critiquing research papers. Several modes of teaching are utilized: lectures, readings (readings in research articles are critiqued and students are asked to prepare a writ - ten analysis of articles), digital data analysis in the computer lab. Three field trips in the Venice Lagoon by boat will be utilized, to visit restored salt marshes, barrier islands protection structures and the MOSE system.

Course duration and organization The global course duration is 13 weeks + 1 week for the exams. In general there are 2 lessons/labs per week (90 minutes each), for a total of 3 hrs per week. 5 lessons will be taught from remote (from Duke University) while all the other lessons and labs will be hold in Venice. _ Total lecture hours: 24 hours _ Total computer lab sessions: 12 hours _ Total field trip duration: 18 hours.

Resources A computer lab with 20 work stations or PCs fully equipped with soft - ware for GIS data analysis, plus the assistance of Dr. Ludovica Galeazzo for lab sessions. One projector. Fast Internet connection for remote teaching.

96 Field Trips: The 3 field trips are mandatory and will be organized on the following dates: March 13 Field trip to the Venice lagoon salt marshes March 20 Field trip to Murazzi May 15 Field trip to MOSE

Syllabus The global course duration is 13 weeks + 1 week for the exams: April 6 nd – April 10 th : spring break

February 2015 Mon 23 Lecture Coastal system morphology – in Venice Introduction to coastal environments: definitions and main controlling processes. Wed 25 Lecture Coastal system morphology – in Venice Coastal lagoons, estuaries and deltas: definitions and char - acteristics. Typical morphological structures and ecological properties of tidal environments. Geomorphological classifi - cations.

March 2015 Mon 2 Lecture Shaping forces of the coastal morphology – in Venice Tides, storm surges, water circulation, and waves. Wed 4 Lecture Ecogeomorphology – in Venice Biotic and abiotic processes shaping the tidal landscape. Biomorphodynamics. The role of salt marsh vegetation in trapping and stabilizing sediments. The role of phanerogams (seagrass) in retaining and stabilizing the bottom. Mon 9 Lecture The Venice lagoon as a natural lab – in Venice History of the evolution of the Venice Lagoon. Environmental issues faced by Venice in history and the adopted management solutions. Venice as an example of current typical issues of coastal lagoons: depositional/ero - sional trends, water quality degradation, sea level rise and exceptional high tides. Wed 11 Lecture The Venice lagoon as a natural lab – in Venice Natural and restored salt marshes in the Venice lagoon.

97 Fri 13 Field trip to the Venice lagoon salt marshes Visit to natural and restored salt marshes. Mon 16 Lecture Monitoring and management – in Venice The importance of the geospatial analysis for monitoring and managing a coastal environment. What is a Geographic Information System? Remote sensing and other monitoring methods applied to the Venice lagoon. Wed 18 Lab #1 - 2hrs (joint with the course “Cities, Global Change and Sustainable Development ”) – in Venice delivered by Ludovica Galeazzo : Introduction to GIS sys - tems Fri 20 Field trip to Murazzi Visit to Murazzi and to the museum of Pellestrina. Mon 23 Lab #2 - 2hrs (joint with the course “Cities, Global Change and Sustainable Development ”) – in Venice delivered by Ludovica Galeazzo: Introduction to GIS systems Wed 25 Lecture Wetlands – remotely from Durham Wetlands: characteristics and definitions. Wetland func - tions and ecosystem services. Biogeochemical cycles in wet - lands. Assignment of the midterm test (due right after the spring break) Mon 30 NO CLASS

April 2015 Wed 1 Lab #3 - 2hrs (joint with the course “Cities, Global Change and Sustainable Development ”) – in Venice delivered by Ludovica Galeazzo : Introduction to GIS sys - tems

April 6-10: spring break

Mon 13 Lecture Coastal wetlands – remotely from Durham midterm test due Wetlands and greenhouse gasses. Peatland: the example of the Zennare basin (southern part of the Venice lagoon watershed). Wed 15 Lab #4 - 2hrs (joint with the course “Cities, Global Change and Sustainable Development ”) – in Venice delivered by Ludovica Galeazzo: Introduction to GIS systems

98 (Fri 17 Field trip to Arsenale) Not mandatory Mon 20 Lab #5 - 2hrs (joint with the course “Cities, Global Change and Sustainable Development ”) – in Venice delivered by Ludovica Galeazzo: Introduction to GIS systems Wed 22 Lecture Coastal wetlands – remotely from Durham Wetland functions and services with examples from around the world. The role of ecology in the formation and develop - ment of wetlands and of coastal marshes. The value of wet - lands. Constructed wetlands. Wetland restoration principles and case studies. Constructed wetlands and water quality. Mon 27 Lecture Coastal wetlands – remotely from Durham Monitoring the long-term success of restored wetlands. The ecology of wetlands, marshes and coastal areas: plants and organisms and their physiological adaptations to coastal environments. Wed 29 Lecture Water quality – remotely from Durham Water quality monitoring options and techniques. Remote sensing of water quality. A comparison of historical changes in quality over time due to anthropogenic activities. Remote sensing applied to the observation of climate change phe - nomena and measurements.

May 2015 Mon 4 Lab #6 - 2hrs (joint with the course “Cities, Global Change and Sustainable Development ”) – in Venice delivered by Ludovica Galeazzo: Introduction to GIS systems Wed 6 NO CLASS Mon 11 Lecture Putting all together – in Venice Take home messages on the state and processes in coastal areas Wed 13 Lecture Climate and climate change – in Venice Causes and consequences of climate change

Fri 15 Field trip to MOSE Guest speaker: Elena Zambardi – Consorzio Venezia Nuova. Mon 18 Lecture Climate change and sea level rise – in Venice Causes and consequences of sea level rise on coastal areas Wed 20 Lecture Climate change and sea level rise – in Venice Monitoring climate change and sea level rise

99 Mon 25 Final presentations – in Venice Wed 27 Final presentations – in Venice

Evaluation Midterm evaluation: a written test with questions based on the first half of the course Final evaluation: presentation of research projects based on the group works developed during the lab activities.

Grading Attendance is mandatory. Absence from classes and related activities is allowed to a maximum of 15% . Midterm evaluation: 40/100 Final presentations: 40/100 Attendance/class and lab participation/ interaction/written analysis of research articles: 20/100.

Readings Examples of readings (texts, primary literature, popular press, etc.): Canada Centre for Remote Sensing Fundamentals of Remote Sensing , http://www.nrcan.gc.ca/earth-sciences/geography- boundary/remote-sensing/fundamentals/1430 M. Mitsch, W.J. and J.G. Gosselink. 2007. Wetlands, New York: John Wiley, 2007, 4th edition.

Sample papers: Barbier, E.B., Hacker, S.D., Kennedy, C., Koch, E.W., Stier, A.C., Silliman, B.R., 2011. The value of estuarine and coastal ecosystem services. Ecol Monogr 81, 169-193. Required reading + critique assignment Belluco et al. 2006, Mapping salt-marsh vegetation by multispectral and hyperspectral remote sensing, Remote Sensing of Environment , 105, 54–67. Bertness, M.D. and A.M. Ellison. 1987. Determinants of pattern in a New England salt marsh plant community. Ecological Monographs 57:129-147. K. Bromberg Gedan, B.R. Silliman, and M.D. Bertness (2009) Centuries of Human-Driven Change in Salt Marsh Ecosystems, Annual Review of Marine Science . Vol. 1: 117-141. DOI: 10.1146/annurev.marine.010908.163930 L. Carbognin, P. Teatini, L. Tosi (2004) Eustacy and land subsidence in

100 the Venice Lagoon at the beginning of the new millennium. Journal of Marine Systems Volume 51, Issues 1–4, Pages 345–353. Carniello, L. , A. Defina, and L. D’Alpaos (2009), Morphological evolution of the Venice lagoon: Evidence from the past and trend for the future, J. Geophys. Res., 114 , F04002, doi: 10.1029/2008JF001157 . Carr, J. A., P. D’Odorico, K. J. McGlathery, and P. L. Wiberg (2012), Stability and resilience of seagrass meadows to seasonal and interannual dynamics and environmental stress , J. Geophys. Res. , 117, G01007, doi:10.1029/2011JG001744. Chander G., Markham B.L., Helder D.L. (2009), Summary of current radiometric calibration coefficients for Landsat MSS, TM, ETM+ and EO-1 ALI sensors. Remote Sensing of Environment , 113, 893-903. Chmura G.L., Anisfeld S.C., Cahoon D.R. and Lynch J.C. (2003). Global carbon sequestration in tidal, saline wetland soils. Global Biogeochemical Cycles , 17(4), 1111, doi: 10.1029/2002GB001917, pp: 1 –12. Required reading Craft, C., Clough, J., Ehman, J., Joye, S., Park, R., Pennings, S., Guo, H.Y., Machmuller, M., 2009.Forecasting the effects of accelerated sea- level rise on tidal marsh ecosystem services.Front Ecol Environ 7, 73- 78. Feagin, R.A., Martinez, M.L., Mendoza Gonzalez, G., Costanza, R., 2010. Salt marsh zonal migration and ecosystem service change in response to global sea level rise: a case study from an urban region. Ecol Soc 15. Gedan, K.B., Kirwan, M.L., Wolanski, E., Barbier, E.B., Silliman, B.R., 2011. The present and future role of coastal wetland vegetation in protecting shorelines: answering recent challenges to the paradigm. Climatic Change 106, 7-29. Required reading + critique assignment Gedan, K.B., Silliman, B.R., Bertness, M.D., 2009. Centuries of human- driven change in salt marsh ecosystems. Annul Rev Mar Sci. 1, 117- 141. Giblin, A.E., Weston, N.B., Banta, G.T., Tucker, J., Hopkinson, C.S., 2010. The effects of salinity on nitrogen losses from an oligohaline estuarine sediment. Estuaries and Coasts 33, 10541068. Gledhill, D. K., R. Wanninkhof, and C. M. Eakin. 2009. Observing ocean acidification from space. Oceanography 22: 48-59. Howarth, R.W. and Teal, J.M. 1979. Sulfate reduction in a New England salt marsh. Limnology and Oceanography 24:999-1013.

101 IPCC Fifth Assessment Report 2013. Climate Change 2013: Chapter 13: Sea Level Change. 121p. Required reading (Students will be asked to read 20 to 30 pages extracted from the report) Kirwan, M.L., Guntenspergen, G.R. Morris, J.T. 2009. Latitudinal trends in Spartina alterniflora productivity and the response of coastal marshes to global change. Glob. Change Biol. 15,19821989. Kirwan, M.L., Guntenspergen, G.R., D’Alpaos, A., Morris, J.T., Mudd, S.M., Temmerman, S., 2010. Limits on the adaptability of coastal marshes to rising sea level. Geophys Res Lett 37. Required reading + critique assignment Marani, M., A. D’Alpaos, S. Lanzoni, L. Carniello, A. Rinaldo, The importance of being coupled: Stable states, catastrophic shifts and hysteresis in tidal eco-morphodynamics, Journal of Geophysical Research, vol. 115, F04004, doi:10.1029/2009JF001600, 2010. M. Marani, S. Silvestri, E. Belluco, N. Ursino, A. Comerlati, O. Tosatto, M. Putti, Spatial organization and ecohydrological interactions in oxygen-limited vegetation ecosystems, Water Resour. Res., 42, W06D06, doi:10.1029/2005WR004582, 2006. Marani, M., S. Lanzoni, S. Silvestri, and A. Rinaldo, Tidal landforms, patterns of halophytic vegetation and the fate of the lagoon of Venice, J. Marine Syst. , vol.51, 191-210, 2004. Mendelssohn, I.A. K.L. McKee, and W.H. Patrick, Jr. 1981. Oxygen deficiency in Spartina alterniflora roots: metabolic adaptation to anoxia. Science 214:439-441. Morris, J.T., Sundareshwar, P.V., Nietch, C.T., Kjerfve, B., Cahoon, D.R., 2002. Responses of coastal wetlands to rising sea level. Ecology 83, 2869-2877. Neubauer, S.C., 2011. Ecosystem responses of a tidal freshwater marsh experiencing saltwater intrusion and altered hydrology. Estuaries and Coasts. Nixon, S.W. 1980. Between coastal marshes and coastal waters - a review of twenty years of speculation and research on the role of salt marshes in estuarine productivity and water chemistry. pp. 437-525 in: Hamilton, P. and K.B. Macdonald (eds.) Estuarine and wetlands processes with emphasis on modeling. New York: Plenum Press.Teal, J.M. 1962. Energy flow in the salt marsh ecosystem of Georgia. Ecology 43:614-624. Pandolfi, J. M., S. R. Connolly, D. J. Marshall, and A. L. Cohen. 2011. Projecting coral reef futures under global warming and ocean acidification. Science 333: 418422.

102 Rahmstorf, S. 2007. A semi-empirical approach to projecting future sea-level rise. Science 315, 368370. Redfield, A.C. 1972. Development of a New England salt marsh. Ecological Monographs 42:201-237. Silvestri S., Defina A., Marani M., 2005. Tidal regime, salinity and salt marsh plant zonation. Estuarine, Coastal and Shelf Science 62, 119- 130. Spalding, E.A., Hester, M.W., 2007. Interactive effects of hydrology and salinity on oligohaline plant species productivity: Implications of relative sea-level rise. Estuaries and Coasts 30, 214-225. Troccoli, A., F. Zambon, K.I. Hodges, M. Marani. Storm surge frequency reduction in Venice under climate change. Climatic Change, DOI: 10.1007/s10584-011-0093-x, 2011. Ursino N., Silvestri S., Marani M., 2004. Subsurface flow and vegetation patterns in tidal environments. Water Resources Research, 40, W05115, doi: 10.1029/2003WR002702 Valiela and Teal. 1979. The nitrogen budget of salt marsh ecosystem. Nature 280:652-656. Vermeer, M., Rahmstorf, S., 2009. Global sea level linked to global temperature. P Natl Acad Sci USA 106, 21527-21532. Veron, J. E. N., O. Hoegh-Guldberg, T. M. Lenton, J. M. Lough, D. O. Obura, P. PearceKelly, C. R. C. Sheppard, M. Spalding, M. G. Stafford- Smith, and A. D. Rogers. 2009. The coral reef crisis: The critical importance of <350 ppm CO2. Marine Pollution Bulletin 58: 1428- 1436. Volpe et al., 2011, Remote sensing retrieval of suspended sediment concentration in shallow waters, Remote Sensing of Environment 115 (2011) 44-54. Weston, N.B., Porubsky, W.P., Samarkin, V.A., Erickson, M., Macavoy, S.E., Joye, S.B., 2006.Porewater stoichiometry of terminal metabolic products, sulfate, and dissolved organic carbon and nitrogen in estuarine intertidal creekbank sediments. Biogeochemistry 77, 375- 408. Weston, N.B., Vile, M.A., Neubauer, S.C., Velinsky, D.J., 2011. Accelerated microbial organic matter mineralization following salt-water intrusion into tidal freshwater marsh soils. Biogeochemistry 102, 135-151.

103 Introduction to Satellite Remote Sensing of Coastal Environments – S1519 Sonia Silvestri Duke University

Course description Sonia Silvestri, Duke University Satellite remote sensing has become in the last few decades a key tool (Laurea) B.Sc. in Environmental for environmental monitoring and research. Since 1972, when a NASA Sciences (Ca’ Foscari) and PhD in mission was specifically developed to monitor the state of the environ - Environmental System Modeling (Padova). Research scientist at the ment on the Earth, the number of satellites has greatly increased to Nicholas School of the Environment cover a huge number of possible applications in different disciplines, (Duke) where she teaches “Remote from oceanography to forestry, glaciology, geology, hydrology, archeol - sensing of Coastal Environments” ogy. Remote sensing is particularly useful in coastal environments and and “Introduction to Satellite Remote specifically it is a key tool to monitor the rapid and extreme changes Sensing”. For ten years (2001-2011) typical of lagoons, deltas and estuaries. Such changes are related to (i) she coordinated the remote sensing of the Lagoon for the Venice Water physical processes, such as sediment dynamics induced by hydrody - Authority. Research interests: Remote namic patterns or extreme meteorological events, (ii) ecological Sensing applied to vegetation dynamics, in connection with vegetation cover and the biological sta - mapping, soil studies, hydrology, tidal tus of the sediments and (iii) anthropogenic pressure. morphology and coastal water During the course students will learn what remote sensing data are quality; Remote sensing and GIS and how they can be used to monitor coastal environments. After an applied to the identification of illegal landfills and contaminated sites; introduction on the basic theory on remote sensing and the electro - Hyperspectral imagery analysis; magnetic radiation principles, students will learn the principles of dig - Large-scale multi-criteria analysis ital image processing. Satellite data will be used to reconstruct (GIS); Salt marsh evolution modeling; changes in time and space typical of coastal areas dynamics. The Relationship between wetlands Venice lagoon will be used as an example and a case study, to illus - morphology and vegetation. Taught trate the consequences of natural and anthropogenic morphological at VIU in Spring 2013 and 2014. evolution. Students will acquire an operational knowledge of various satellite remote-sensing tools. In the computer lab, students will learn to use an advanced application for remote sensing data processing, with specific hands-on applications on (1) change detection in coastal zones, focusing in particular on salt marsh and barrier island erosion, (2) mapping salt marsh vegetation, seagrass, and macrophytes, (3) the assessment of the main water quality parameters (as for example water temperature, solid suspended sediment, chlorophyll concentra - tion). At the end of the course students will develop a project which will allow them to apply the skills acquired during the course.

Course objectives and outcomes To develop (1) an understanding of remote sensing principles; (2) basic skills in image processing and analysis of remote sensing data. To acquire (1) a general knowledge of the research and commercial sensors currently available, with particular attention to coastal appli - cations; (2) an operational knowledge of the several remote-sensing data types that will be used in the lab and in the project works.

104 The course includes a strong operational component to be developed in the computer lab. Students will acquire basic skills in image processing and data analysis with specific applications to coastal environments and lagoons. Students will be asked to participate in the lab sessions and then complete specific assignments related to each session. Moreover students will be asked to read research articles on relevant topics. At the end of the course each student will develop a project, that will imply searching for, downloading, pre-processing, and analyzing available satellite imagery with application to one of the topics cov - ered during the course. A final presentation and a written report will be part of the final evaluation of the student’s proficiency.

Course duration The global course duration is 13 weeks + 1 week for the exams: 1 lesson and 1 lab per week (90 minutes each), for a total of 3 hrs per week.

Course duration and organization The global course duration is 13 weeks + 1 week for the exams. 1 lesson and 1 lab per week (90 minutes each), for a total of 3 hrs per week. 6 lessons/labs will be taught from remote (from Duke University) while all the other lessons and labs will be hold in Venice. Total lecture hours: 21 hours Total computer lab sessions: 15 hours

Resources A computer lab with 20 work stations or PCs fully equipped with soft - ware for remote sensing data analysis (ENVI), plus the assistance of Dr. Ludovica Galeazzo for lab sessions. One projector. Fast Internet connection for remote teaching.

Syllabus The global course duration is 13 weeks + 1 week for the exams: April 6-10: spring break

February 2015 Tue 24 Lecture Introduction to remote sensing – in Venice Thu 26 Lecture Definition, spectral bands and data formats – in Venice

105 March 2015 Tue 3 Lecture The electromagnetic spectrum – in Venice Thu 5 Lab Familiarizing with ENVI – in Venice Tue 10 Lecture Radiation budget equation, reflectance – in Venice Thu 12 Lab ENVI basic tools – in Venice Tue 17 Lecture Satellite platforms and sensors – in Venice Thu 19 Lab ENVI basic tools; downloading online images - in Venice Lab (extra 1.5hrs) Questions, discussion, websites (not mandatory) Tue 24 Lecture Coordinate systems and map projections– remotely from Durham Thu 26 Lecture Georeferentiation – remotely from Durham Tue 31 Lab Introduction to GIS systems – in Venice delivered by Ludovica Galeazzo

April 2015 Thu 2 Lab Georeferentiation in ENVI and GIS systems – in Venice delivered by Ludovica Galeazzo April 6-10: spring break Tue 14 Lecture Digital image processing – remotely from Durham Thu 16 Lab Radiometric and atmospheric correction – remotely from Durham Tue 21 Lecture Image classification; change detection – remotely from Durham Thu 23 Lab Unsupervised classification – in Venice delivered by Ludovica Galeazzo Tue 28 Lecture Multispectral satellite sensors – remotely from Durham Thu 29 Lab Supervised classification – in Venice delivered by Ludovica Galeazzo

May 2015 Tue 5 Discussion Assignment of the final projects; discussion – in Venice delivered by Ludovica Galeazzo Thu 7 Lab ENVI vs Multispec – in Venice delivered by Ludovica Galeazzo Tue 12 Lecture Remote sensing of vegetation – in Venice Thu 14 Lab NDVI, Tasseled Cap and Change Detection – in Venice Tue 19 Lecture Remote sensing of vegetation biomass – in Venice Thu 21 Lecture Thermal and Microwave remote sensing – in Venice

106 Tue 26 Final presentations – in Venice Thu 28 Final presentations – in Venice

Evaluation Questions on lab activities: a written list of questions will be assigned at the end of each lab session and is due before the following lab. Final evaluation: presentation of research remote sensing projects.

Grading Attendance is mandatory. Absence from classes and related activities is allowed to a maximum of 15% . Lab questions evaluation: 40/100 Final presentations: 40/100 Attendance/class and lab participation/ interaction/written analysis of research articles: 20/100.

Readings Examples of readings (texts, primary literature, popular press, etc.): John R. Jensen Remote Sensing of the Environment – an earth resource prospective – second edition James B. Campbell Introduction to remote sensing Canada Centre for Remote Sensing Fundamentals of Remote Sensing , http://www.nrcan.gc.ca/earth-sciences/geography- boundary/remote-sensing/fundamentals/1430 NASA Landsat 7 Handbook http://landsathandbook.gsfc.nasa.gov/ M. Mitsch, W.J. and J.G. Gosselink. 2007. Wetlands, New York: John Wiley, 2007, 4th edition.

Sample papers: Andréfouët et al. 2003, Multi-site evaluation of IKONOS data for classification of tropical coral reef environments, Remote sensing of Environment , 88, 128-143. Belluco et al. 2006, Mapping salt-marsh vegetation by multispectral and hyperspectral remote sensing, Remote Sensing of Environment , 105, 54–67. Carder et al., 2003, MODIS Ocean Science Team Algorithm Theoretical Basis Document - ATBD 19 - Case 2 Chlorophyll a, NASA GSFC, http://modis.gsfc.nasa.gov/data/atbd/atbd_mod19.pdf Chander G., Markham B.L., Helder D.L. (2009), Summary of current radiometric calibration coefficients for Landsat MSS, TM, ETM+ and

107 EO-1 ALI sensors. Remote Sensing of Environment , 113, 893-903. Fornes et al. 2006, Mapping Posidonia oceanic from IKONOS, Journal of Photogrammetry and Remote Sensing , 60, 315-322. Gledhill, D. K., R. Wanninkhof, and C. M. Eakin. 2009. Observing ocean acidification from space. Oceanography 22: 48-59. Lu, Z., and Kwoun, O., 2009, Interferometric synthetic aperture radar (InSAR) study of coastal wetlands over southeastern Louisiana: in Remote Sensing of Coastal Environments , edited by Y.Q. Wang, CRC Press, p. 25-60. Marani, M., A. D’Alpaos, S. Lanzoni, L. Carniello, A. Rinaldo, The importance of being coupled: Stable states, catastrophic shifts and hysteresis in tidal eco-morphodynamics, Journal of Geophysical Research, vol. 115, F04004, doi:10.1029/2009JF001600, 2010. Silvestri S., Defina A., Marani M., 2005. Tidal regime, salinity and salt marsh plant zonation. Estuarine, Coastal and Shelf Science 62, 119- 130. Volpe et al., 2011, Remote sensing retrieval of suspended sediment concentration in shallow waters, Remote Sensing of Environment 115 (2011) 44-54. Wang et al., 2009, Separation of ground and low vegetation Signatures in LiDAR measurements of salt-marsh environments, IEEETransactions on Geosciences and Remote Sensing, 47 (7), 2014- 2023.

108 Principles of Economics for Non-Economists – S1520 Kirill Borisov, Yulia Vymyatnina European University at St. Petersburg

Course description Kirill Borisov, European University at This course is a guide to economic literacy. Economics is important in St. Petersburg the everyday life of each and every person, but it can appear too com - Diploma of Economist- plicated for a non-professional. Economists often have competing Mathematician and Phd in Mathematics (Leningrad), Doctor of views on what will happen to the economy and give contradictory Science in Economics (Russian advice to the politicians. Economic journalists, especially writing for Academy of Sciences, Moscow). the general public, tend to oversimplify and mix up the terms, the Professor at the EUSP Department of issues and their own opinions, leaving the public even more confused. Economics, where he was Dean in However, economics is not as mysterious and difficult as it might 2008-2010. Research Interests: seem from an outsider point of view. Economic growth and inequality, Natural resource and environmental Economics is the social science of choices, whether that choice is economics, Political economy. Areas made by an individual, a firm, a government or a planet. It is a science of Teaching: Macroeconomics; in that economists try to explain (and often rationalize) behavior by Microeconomics; Economic Growth; developing models and testable theories and engaging in hypotheses International Economics ; testing. Economics is a social science because, at the end of the day, Mathematical Economics. interaction between economic agents – be they individuals, firms, Yulia Vymyatnina , European governments – is a part of social reality, and it is this interaction that University at St. Petersburg drives the most interesting and engaging questions. Diploma in Economics (St. Petersbug Economic methodology and tools can be applied to a wide variety of State University), MSc in Business topics ranging from consumer choice and a business’s choice of opti - Administration (Stockholm), MA and mal production levels to choices made by political parties in parlia - PhD in Economics (EUSP). Professor ment and historical situations offering different choices. Economics and Deputy Head of the Economics can offer potential solutions to key global problems such as develop - Department at EUSP. Formerly Visiting Scholar at UCL and Visiting ment and environmental degradation. Understanding of economic Researcher at the Bank of Finland notions and economic methods also allows us to understand the lim - and at the Oesteuropa Institut in itations of economic reasoning and to raise additional questions in an Regensburg. Teaching experience in informed manner. the field of Macroeconomics, Presentations during the course: additional readings will be suggest - Industrial Organization, ed to students for short (about 15 minutes) presentations during the Consumer Behaviour, Economics for Energy Markets; Financial seminars. Topics for presentations will be listed at the beginning of Management, Monetary Policies, the course, and additional readings will be suggested taking into Monetary Theories. Publications in account the specific preferences and interests of the students.`` English include Creating a Eurasian Seminar participation: active participation is essential. Be ready to Union: Economic Integration of the answer questions and discuss assigned readings as well as material Former Soviet Republics, Palgrave used in the classroom and to provide feedback on other students’ pre - Macmillan, 2014; and in Russian Theory of money: lessons from the sentations. crisis, EUSP press, 2013. Homework: several written assignments will be given during the course to assist students’ grasp of the main concepts and models dis - cussed. Mid-term exam: a multiple-choice test intended to monitor students’

109 understanding and progress at the halfway point of the course. Final paper: students will be offered a tentative list of topics for the final paper. Specific topics and literature will be discussed at the first seminars. Full guidelines will be provided at the beginning of the course. Expected length of the final paper is about 4000 words. The final exam will consist of two parts: multiple-choice questions and several problems covering the material of the whole course.

Learning outcomes By the end of this course, students should be able to: ask economists and policy makers incisive questions regarding the economy; articulate their own perspective on economic issues; explain what the ‘economic way of thinking’ means; understand what economists mean by rational behavior, equilibrium, and optimum; make a distinction between macroeconomic and microeconomic issues; understand the difference between normative and positive economic statements; explain when there may be a place for government intervention; apply the tools of economic analysis to non-economic issues; understand the growing interdependence of nations; offer explanations for economic crises.

Key topics _ Thinking like an economist _ Rational behavior of economic agents _ Modelling the market: demand and supply _ Competitive markets, monopolies and imperfect competition _ Game theory and strategic behavior _ Externalities and property rights _ Institutions _ Income distribution _ International trade _ Macroeconomic accounting – GDP, inflation, unemployment _ Money, prices and inflation _ Unemployment _ Basics of finance _ Economic fluctuations

110 _ Basic macroeconomic models for closed and open economies _ Macroeconomics: schools of economic thought _ Crisis _ Environment and sustainability

Prerequisites This course has no prerequisites. However, some basic mathematics, algebra, and graphing will be used.

Evaluation: Presentations during the course 15% Seminar participation and homework 20% Mid-term exam 20% Term paper 25% Final exam 20%

Readings Core texts: N. Gregory Mankiw. 2014. Principles of Economics . Cengage Learning. 7th edition. The Economy . The new textbook of the CORE project aiming to create the new economic curriculum. Available here http://core- econ.org/the-core-curriculum/. Registration is required but the textbook is free.

Additional reading Robert H. Frank and Ben S. Bernanke. 2013. Principles of Economics , McGraw Hill. 5th edition. Tim Hartford. 2007. The Undercover Economist. ; Little Brown. Tim Hartford. 2013. The Undercover Economist strikes back. Little Brown. Ha-Joon Chang. 2014. Economics: The User’s Guide: A Pelican Introduction. Pelican. Roger E.A. Farmer. 2010. How the Economy Works: Confidence, Crashes and Self-Fulfilling Prophecies . Oxford University Press.

Further readings will be suggested during classes. Obligatory readings will vary between 40 and 50 pages per week.

111 Good Decision Making in an Uncertain World: Introduction to Normative Decision Theory – S1521 Kazuhisa Takemura Waseda University

Course description Kazuhisa Takemura, Waseda Outline: This course examines the basic concepts of decision theory University with a view to making better decisions in an uncertain world. BA and MA in Psychology (Doshisha), Increasing uncertainty about the economic and social environments PhD in System Science (Tokyo Institute of Technology), PhD in is a typical feature of globalization in modern society. Normative deci - Medicine (Kitasato). Professor of sion theory is concerned with how people should make judgments Social Psychology at the Department and choices favouring good decision making. of Psychology,School of Letters, Arts Although decision-making broadly refers to the function of conscious - and Sciences of Waseda University, ness in making a decision, it can also be defined technically as the act where he is the Director of the of selecting an option from a group of alternatives, i.e. the choice of Institute of Decision Research and Researcher at the Institute for particular action. For instance, selecting the preferred means of trans - Science and Technology. portation, deciding which product to purchase, and determining which proposal to adopt are examples of decision-making. We, as con - sumers, make decisions about purchasing various goods, and at times, must make decisions related to corporate activities and political issues. Aristotle in the Nicomachean Ethics posits the highest good ( agathon ) as conditioning people’s acts of selecting. This can be made more comprehensible by asking and answering the following questions: Why do people wish to go to a good college? Because they are more likely to get a good job. Why do they wish to get a good job? Because they wish to live a good life. Why do they wish to live a good life? Because they seek something good. This good thing might be defined as the highest good. If we seek more factors that increase value, we might arrive at the highest good. Examining optimal decision-making reveals that rationality is necessary in the course of making the deci - sion. A decision for which the purpose and method are contradictory is somehow not right. When we intend to make a good decision, it appears that we often assume that we will naturally select the opti - mal alternative, i.e. practice the best decision-making. This is what is called the “best decision-making” in the world of business. Decision theory is related closely to statistics, politics, psychology, behavioral economics and behavioral finance. Research into people’s decision-making also plays an important part in these fields, in which various aspects overlap with the scope of behavioral decision theory. The implications of decision theory for individual decision making and social policy are discussed.

Goal of the course The student will learn normative and prescriptive theories of decision-

112 making in an uncertain global world from a pluralistic perspective and will consider what constitutes good decision making in complex mod - ern societies. Pre-requisite: High school mathematics.

Syllabus Contents: The following will be discussed in the order given here. 1.What is decision-making in a global society ? 2. Structure of preference relations and decision-making problems 3. Decision-making and uncertainty 3-1. Decision-making under conditions of certainty 3-2. Decision-making under conditions of risk 3-3. Decision-making under conditions of uncertainty 4. Approaches to decision-making research and behavioral decision theory 5. What is utility? 6. Explanation based on regret theory that assumes non-transitivity 7. The idea of the St. Petersburg paradox and expected utility 8. Relevance of Fechner’s psychophysics and the logarithmic utility function 9. Possible psychophysical laws and the utility function 10. Study of the measurement of utility based on the expected utility theory 11. Best decision making in single-attribute decision problems 12.Best decision making in multi-attribute decision problems 13. Discussion: What is good decision making ? Students apply sever - al theories to their reading of national case-studies.

Evaluation The course is composed of lectures, discussions, and presentations by students. Evaluation is structured in four steps: attendance and par - ticipation in class (30%); mid term exam (20%); final exam (20%), and final research paper (30%).

Readings Text book Takemura, K. (2014), Behavioral decision theory: Mathematical and psychological descriptions of human choice behavior, New York: Springer.,

113 Reference Arrow, K. J. (1951). “Social choice and individual values”. New York: Wiley. Bell, D. E., Raiffa, H. and Tversky, A. (1988). “Descriptive, Normative, and Prescriptive Interactions in Decision Making”, In D. E. Bell, H. Raiffa, A. Tversky (eds.), Decision Making: Descriptive, Normative, and Prescriptive Interactions , New York: Cambridge University Press. 9- 30. Berlin, I. (1969). Four Essays on Liberty , London: Oxford University Press. Berlin, I. (1990). The Crooked Timber of Humanity : Chapters in the History of Ideas is the fifth in a series of essay collections by Isaiah Berlin, compiled and edited by Henry Hardy. London: John Murray. Camerer, C. F., Loewenstein, G. and Rabin, M. (eds.) (2004). Advances in Behavioral Economics , Princeton, N. J., Princeton University Press. Edwards, W. (1961). “Behavioral Decision Theory”, Annual Review of Psychology . 12, 473-498. Edwards, W. (ed.) (1992). Utility Theories: Measurement and Applications , Boston: Kluwer Academic Publishers. Fishburn, P. C. (1988). Nonlinear Preference and Utility Theory , Sussex: Wheatsheaf Books. Gilboa, I. (2009). Theory of decision under uncertainty . New York:NY: Cambridge University Press Gilboa,I. (2011). Making better decisions: Decision theory in practice. Chichester, UK: John Wiley and sons. Smithson, M. (1989). Ignorance and Uncertainty: Emerging Paradigms , New York, Springer Verlag. Takemura, K. (2000). “Vagueness in Human Judgment and Decision Making”, In Z. Q. Liu and S. Miyamoto, Soft Computing for Human Centered Machines , Tokyo: Springer Verlag. 249-281.

114 Psychology of Decision Making in a Complex World: Introduction to Behavioral Decision Theory – S1522 Kazuhisa Takemura Waseda University

Course description Kazuhisa Takemura, Waseda Outline: This course examines basic concepts of behavioral decision University theory in complex societies under globalization. Behavioral decision BA and MA in Psychology (Doshisha), theory can be described briefly as the general term for descriptive the - PhD in System Science (Tokyo Institute of Technology), PhD in ories explaining the psychology behind people’s decision-making Medicine (Kitasato). Professor of behavior. It is called theory, but it is actually a combination of various Social Psychology at the Department psychological theories, for which no axiomatic systems such as those of Psychology,School of Letters, Arts which have been developed for the utility theory widely used in eco - and Sciences of Waseda University, nomics, have yet been established, and it is generally limited to qual - where he is the Director of the itative knowledge. As the studies of H. A. Simon, who won the Nobel Institute of Decision Research and Researcher at the Institute for Prize for economics in 1978, and D. Kahneman, who won the prize in Science and Technology. 2002 suggest, however, the psychological methodology of behavioral decision theory and the knowledge gained from it have been applied widely in such fields as economics, business administration, and engi - neering, and are expected to prove more useful still in the future. This course will explain various behavioral decision theories related to dif - ferent decision-making processes. Numerous models have been pro - posed to explain the psychological processes related to a whole range of decision strategies. This course will also introduce some new mod - els useful in explaining decision-making processes. It ends with some speculation about the future of modern behavioral decision theories while referring to their connnection with fields relating to neuro - science, such as neuroeconomics, that have been developed in recent years. Reading this course requires no advanced expertise; nonetheless, an introductory level knowledge of psychology, business administration, and economics and about a high school graduate level of mathemat - ics should improve the reader’s comprehension of the content.

Goal of the course The student will learn descriptive theories of decision-making in an uncertain and complex world, and will acquire some knowledge of recent psychological findings and psychological theories concerning the human decision making process in social situations. Pre-requisite : High school mathematics.

Syllabus Contents: The following will be discussed in the order given here. 1. Psychology of decision making in a complex world 2. What is behavioral decision theory? Its history and concepts

115 3. Empirical research on the value function and reflection effect 4. Empirical research on the probability weighting function 5. Cumulative prospect theory 6. Experiments with cumulative prospect theory 7. What type of phenomenon is the framing effect? 8. Why can utility theory not explain the framing effect? 9. Framing in social life 10. Framing and mental accounting 11. Mental accounting 12.Contingent focus model of the framing effect. 13.1. Multi-attribute decision-making and information search 14. Emotions and decision strategies 15. Behavioral decision theories that explain decision-making processes 16. Discussion: Psychology of decision making in a global society. Students will apply several alternative theories to their reading of national case-studies.

Evaluation The course is composed of lectures ,discussions, and presentations by students. Evaluation is structured in four steps: attendance and par - ticipation in class (30%); midterm exam (20%); final exam (20%), and final research paper (30%).

Readings Text book Takemura, K. (2014), Behavioral decision theory: Mathematical and psychological descriptions of human choice behavior, New York: Springer.,

Reference Bell, D. E., Raiffa, H. and Tversky, A. (1988). “Descriptive, Normative, and Prescriptive Interactions in Decision Making”, In D. E. Bell, H. Raiffa, A. Tversky (eds.), Decision Making: Descriptive, Normative, and Prescriptive Interactions , New York: Cambridge University Press. 9- 30. Camerer, C. F., Loewenstein, G. and Rabin, M. (eds.) (2004). Advances in Behavioral Economics , Princeton, N. J., Princeton University Press. Edwards, W. (1961). “Behavioral Decision Theory”, Annual Review of Psychology . 12, 473-498. Gigerenzer, G. and Goldstein, D. (1996). “Reasoning the fast and frugal

116 way: Models of bounded rationality” Psychological Review . 103, 650–669. Gilboa, I. (2009). Theory of decision under uncertainty . New York:NY: Cambridge University Press Krantz, D. H., Luce, R. D., Suppes, P. and Tversky, A. (1971). “Foundations of measurement Volume 1: Additive and polynomial representations”, New York: Academic Press. Luce, R. D. and Tukey, J. W. (1964). “ Simultaneous conjoint measurement: A new type offundamental measurement”, Journal of Mathematical Psychology . 1, 1–27. Montgomery, H. (1983). Decision rules and the search for a dominance structure: Towards a process model of decision-making. In P. C. Humphreys, O. Svenson, and A. Vari (Eds.), Analyzing and aiding decision processes . Amsterdam: North-Holland. 343–369. Montgomery, H. (1993). The search for a dominance structure in decision-making: Examining the evidence. In G.A. Klein, J. Orasanu, R. Calderwood, and C. E. Zsambok (Eds.), Decision-making in action: Models and methods. Norwood, N.J.: Ablex. 182–187. Schwartz, B., Ward, A., Monterosso, J., Lyubomirsky, S., White, K. and Lehman, D. R. (2002). “Maximizing versus satisficing: Happiness is a matter of choice.” Journal of Personality and Social Psychology . 83, 1178–1197. Takemura, K. (2000). “Vagueness in Human Judgment and Decision Making”, In Z. Q. Liu and S. Miyamoto, Soft Computing for Human Centered Machines , Tokyo: Springer Verlag. 249-281. Takemura, K. (2014), Behavioral decision theory: Mathematical and psychological descriptions of human choice behavior, New York: Springer., Tversky, A. and Kahneman, D. (1981). “The framing of decisions and the psychology of choice”, Science . 211, 453–458. Tversky, A. and Kahneman, D. (1992). “Advances in prospect theory: Cumulative representation of uncertainty”, Journal of Risk and Uncertaint y. 5, 297–323. Tversky, A. and Wakker, P. (1995). “Risk attitudes and decision weights”, Econometrica . 63, 1255–1280. Wu, G. and Gonzalez, R. (1996). “Curvature of the probability weighting function”, Management Science . 42, 1676–1690.

117 Science Fiction and Postmodernity – S1523 Elana Gomel Tel Aviv University

Course description Elana Gomel, Tel Aviv University We are living in a world of cyborgs, genetic engineering, instant com - MA in English Literature and PhD in munication, and super computers. This is the world whose essential the Humanities (TAU). Professor, features have been predicted (and often shaped) by science fiction (SF). Department of English and American Studies at TAU. Formerly Visiting Many critics have argued that SF plays the same central role in relation Scholar at Stanford and Princeton. to postmodernity that realism played in relation to Victorian culture. Her fields of interest are Narrative In this course we will discuss SF as a literary genre and as a cultural theory, Postmodernism, Genre Theory, phenomenon within a theoretical framework developed by Darko Science Fiction, Fantasy, Science and Suvin, Fredric Jameson, Adam Roberts, Brian McHale and others. We Literature, Urban Studies, will consider how SF’s creation of alternative ontologies resonates Multiculturalism, the Victorian Novel, Charles Dickens. One of her most with the cultural climate of postmodernism. We will debate the recent books is Narrative Space and meaning and significance of such well-known SF tropes as alien inva - Time: Representing Impossible sion, new world exploration, artificial intelligence, apocalyptic tran - Topologies in Literature, New York: scendence, and life in cyberspace. And we will read a selection of clas - Routledge, 2014. sic and contemporary SF texts by H. G. Wells, Stanislaw Lem, Philip K. Dick, Ursula Le Guin, Stephen Baxter, and others.

Coursework Each week, the students will be expected to read the texts listed as background reading in advance.

Syllabus Week 1 What is Science Fiction? Background Reading: Darko Suvin , Metamorphoses of Science Fiction (Chapter 2) Texts discussed in class: Greg Bear, “Blood Music”; Gregory Benford, “Exposures”

Week 2 In the Beginning Was Time Background Reading: Elana Gomel, “The Time Machines: H. G. Wells and the Invention of Postmodernity” Texts discussed in class: H.G. Wells, The Time Machine, Robert Heinlein, “…All You Zombies”

Week 3 In the Beginning Was Space Background Reading: Mark Rose, Alien Encounters (Chapter 1) Texts discussed in class: Arthur C. Clark, “The Star”, “Stephen Baxter, “People Came from Earth”

118 Week 4 Meeting the Aliens- 1 Background Reading: Adam Roberts, Science Fiction (Chapter 1) Texts discussed in class: Stanislaw Lem, Solaris

Week 5 Meeting the Aliens -2 Background Reading: Gregory Benford, “Real Science, Imaginary Worlds” Texts discussed in class: Ted Chiang, “Story of Your Life”, Octavia Butler, “Bloodchild”

Week 6 Shapes of the other 1: Gender and Science Fiction Background Reading: Marleen Barr, Feminist Fabulation (Introduction) Texts discussed in class: Ursula Le Guin, Coming of Age in Karhide, James Tiptree, Jr. “The Women Men Don’t See”

Week 7 Shapes of the Other 2: Race and Science Fiction Background Reading: Adam Roberts, “Race” Texts discussed in class: Gene Wolfe, The Fifth Head of Cerberus

Week 8 Reality and Simulacra Background Reading: Jean Baudrillard, “The Precession of Simulacra” Texts discussed in class: Steven Utley, “The Real World”, Philip K. Dick, “Second Variety”

Week 9 Posthumanity Background Reading: Ray Kurzweil, “The Singularity is Near”, Rosi Braidotti The Posthuman (Chapter 1) Texts discussed in class: Greg Egan, “Wang’s Carpets”, William Gibson, “Johnny Mnemonic”

Week 10 Are we still Human? Background Reading: John W. Campbell, “What Do You Mean…Human?” Texts discussed in class: Robert Charles Wilson, Burning Paradise

119 Week 11 The End of History? Background Reading: Francis Fukuyama, Our Posthuman Future (Introduction) Texts discussed in class: Wilson, Burning Paradise ; Ian Watson, “The Very Slow Time Machine”

Week 12 The History of the End? Background Reading: David Ketterer, New World for Old (Introduction) Texts discussed in class: Arthur C. Clarke, “Nine Billion Names of God”, Philip K. Dick. “The Golden Man”

Evaluation: The final grade is given on the basis of the following: Two class presentations (30 %) A research paper (30 %) Final exam (40%)

Required Reading Science Fiction, Adam Roberts The Ascent of Wonder , David G. Hartwell and Kathryn Cramer, eds.

120 Law and Liberty. Political Freedom in the Modern Tradition – S1524 Günter Zöller Ludwig-Maximilians-Universität

Course description Günter Zöller, Ludwig-Maximilians- The seminar will investigate the origin, development and contempo - Universität rary condition of the theoretical position in political philosophy called Magister Artium and Dr. phil. in “liberalism”, focusing on the political role of freedom (“liberty”) as the Philosophy (Rheinische Friedrich- Wilhelms-Universität, Bonn). core commitment of a modern, pluralist society that is to maintain its Professor of Philosophy at LMU, social cohesion without unduly infringing upon the individual self- where he was Chair of the determination of its members. The seminar will read closely and dis - Philosophy Department. Previously cuss critically classical and modern contributions to political liberal - taught at Grinnell College and at the ism ranging from Hobbes and Montesquieu through Rousseau and B. University of Iowa. In 2007, Visiting Constant as well as Tocqueville, J. S. Mill, I. Berlin and J. Rawls. Professor at the University of Padua. Areas of specialization: Kant and After a brief survey of ancient conceptions of political freedom, the German Idealism; 19th Century course proper will begin with Thomas Hobbes’s revolutionary found - Philosophy; 20th Century Continental ing of modern political philosophy on the basis of a social contract Philosophy. Areas of competence: involving the institution of a sovereign rule fit to maintain peace and History of Modern Philosophy; prosperity for a state’s citizen subjects. The particular focus here will Political Philosophy; Aesthetics; be on Hobbes’s influential distinction between liberty as right or indi - Philosophy of Music; Philosophy of Literature. Already taught at VIU in vidual permission and liberty as obligation involving the regard for Fall 2011. the liberty of others. The course will then move on to Baruch Spinoza’s radical defense of the freedom to think and to communicate one’s thoughts in speech and print unhindered by state control and censor - ship. Spinoza argues that such freedom is not only compatible with the existence of a modern polity but a requirement thereof. Next the course will turn to the founding figure of political liberalism, John Locke, and his understanding of liberty as an inborn and inalienable right. From there the course will proceed to Montesquieu’s discussion of lib - erty in the context of the role and the rule of law in a political commu - nity. The focus here will be on Montesquieu’s conceptual connecting of liberty with obedience to the law and civic responsibility. The civic dimension of liberty is further stressed by the course’s next author, Jean-Jacques Rousseau, who portrays the contractual origin of the state as the exchange of the dispersive liberty of individual humans beings for the collective liberty of the body politic. With the next pair of authors, Adam Ferguson and Adam Smith, the course will turn to the analysis of political freedom and civil liberty in the Scottish Enlightenment. The emphasis here will be on the relation between the political society of the state and the commercial society of the market. The chief contribution of the course’s next author, Benjamin Constant, to the liberal philosophical tradition is the distinction between ancient and modern liberty, with the former consisting pri -

121 marily in the public freedom of civic self-rule and the latter in the pri - vate freedom of personal self-determination. The course then will turn to two further founding figures of liberal thought, Alexis de Tocqueville, who contributed influential insights into the possibilities and limitations of liberty in a modern, mass- democratic republic, and J. S. Mill, who tied the meaningful exercise of liberty to the acquisition and exercise of intellectual and moral quali - fications. The course will conclude with two key twentieth-century contributors to political liberalism and its philosophical foundation, Isaiah Berlin and John Rawls, with Berlin contributing the crucial but also controversial distinction between a negative and a positive con - ception of liberty and Rawls presenting the liberal state as a frame - work for a modern, pluralist society.

Syllabus By class meetings, twice a week for twelve weeks 1. Introduction and Overview 2. Freedom and Liberty 3. Liberty and Security (Hobbes) (1) 4. Liberty and Security (Hobbes) (2) 5. Liberty and Philosophy (Spinoza) (1) 6. Liberty and Philosophy (Spinoza) (2) 7. Life, Life Liberty and Possessions (Locke) (1) 8. Life, Life Liberty and Possessions (Locke) (2) 9. Liberty and Law (Montesquieu) (1) 10. Liberty and Law (Montesquieu) (2) 11. Liberty and Virtue (Rousseau) (1) 12. Liberty and Virtue (Rousseau) (2) 13. Civil Liberty (Ferguson) 14. Civil Liberty (Hume) 15. Ancient and Modern Liberty (Constant) (1) 16. Ancient and Modern Liberty (Constant) (2) 17. Liberty and Equality (Tocqueville) (1)

122 18. Liberty and Equality (Tocqueville) (2) 19. Liberty and Perfectionism (Mill) (1) 20. Liberty and Perfectionism (Mill) (2) 21. Positive and Negative Liberty (Berlin) (1) 22. Positive and Negative Liberty (Berlin) (2) 23. Liberty and Plurality (Rawls) (1) 24. Liberty and Plurality (Rawls) (2)

Evaluation The course will be taught seminar-style, with students assuming responsibility for informal and formal presentations of the assigned readings in class, instructor-guided class discussions and individual independent research projects. The final grade will be based on the quantity and quality of a student’s contributions to class discussion (50%) and a final paper, due at the end of finals week, on a topic per - tinent to the course and to be chosen in consultation with the instruc - tor (50 %).

Readings Texts to be read will be provided as pdf files. * indicates that selections from the work will be read and discussed. Hobbes, Leviathan * Spinoza, Theologico-Political Treatise * Locke, Second Treatise of Government * Montesquieu, The Spirit of the Laws * Rousseau, The Social Contract * Ferguson, Essay on the History of Civil Society * Hume, Of the First Principles of Government , Of the Origin of Government and Of Civil Liberty Constant, The Liberty of the Ancients Compared with That of the Moderns Tocqueville, Democracy in America * Mill, On Liberty* I. Berlin, Two Concepts of Liberty Rawls, Political Liberalism *

123 Summer Schools 2015

Boston College Summer July 13-25 Duke in Venice - Summer 2015 Program: Environmental Management June 3 – July 4 May 31 – June 28 in a Changing World: Food for thought: Coping with Sea Level Rise Understanding Italian Society Globalization, Culture and Ethics and Culture through its food Prof. Richard Keeley Prof. Nicolas Cassar, Prof. Luciana Fellin Duke University The Imaginary City: Why Writers Love Venice Prof. Andrea D’Alpaos, Digital Visualization Workshop Prof. Kevin Newmark Università di Padova 2015 – Visualizing Venice: The Biennale and the City Drawings from the Venetian Prof. Marco Marani, June 1-12 Masters Duke University Prof. Caroline Bruzelius, Prof. Alston Conley Mark Olson, Prof. Brian C. Murray, Victoria Szabo Duke University and Hannah Jacobs, Duke University Prof. Ignazio Musu, Prof. Donatella Calabi, VIU and Ca’ Foscari University Ludovica Galeazzo and Chiara Di Stefano, Prof. William Pan, Università Iuav di Venezia Duke University

Prof. Brian Silliman, Duke University

Prof. Sonia Silvestri, Duke University

Prof. Mario Putti, Università di Padova

124 Spring 2015 Seminars

February 23-27 April 27 – May 1 Spectacular Catastrophe Coaching in complex systems * and Cataclysmic Spectacle Prof. Dr. Mechthild Schäfer - Prof. Dr. Jörg Dünne, Department of Psychology, LMU Dr. Gesine Hindermith - University of Erfurt May 11-15 Dr. Judith Kasper - Cutting Edge Language Research Institute for Romance Literature, – Goals and Tools of Modern LMU Linguistics Prof. Dr. Dietmar Zaefferer - March 23-27 Institute of Theoretical Organizational Development: Linguistics and MCMP, LMU Theory and Practice Prof. Dr. Felix Brodbeck, May 18-22 Dipl.-Psych. Gesa-Kristina Paul Celan – Petersen, Poetry, Translation, Reading Dipl-Psych. Tom Schreibler - Dr. Michael Auer - Dept. of Psycology, LMU Institute for Germanics, LMU Dr. Judith Kasper - April 20-24 Institute for Romance Literature, Perception, Context LMU and Cognition – Contemporary Issues May 24-30 Prof. Dr. Stephan Sellmaier - German and International Department of Philosophy, LMU Tort Law Prof. Dr. Johannes Haag - Prof. Dr. Johannes Hager - University of Potsdam Faculty of Law, LMU Dr. Erasmus Mayr - University of Oxford

Students must register at least one month before the seminar commences. Apply to [email protected]

* Subject to approval of VIU Academic Council

125 Fall 2015 Courses

Art and Architecture Comparing East and West Digital Networking in Renaissance Venice Kenji Hashimoto, and the Regions Alessandra Pattanaro, Waseda University Kenji Hashimoto, Barbara Savy, Waseda University * Università degli Studi di Padova Identity, Heritage and Globalization Economics and Management History of Venice Martina Avanza, of the Arts Luca Pes, Université de Lausanne Bruno Bernardi, Venice International University Università Ca’ Foscari Venezia Globalization, Ethics, Welfare Italian Contemporary History and Human Rights Digital Tools for Humanities in Films Orin Starn, Duke University Caterina Balletti, Luca Pes, Università Iuav di Venezia Venice International University Global Governance for Peace and Security, Cooperation and The Architectural Italian for Foreigners - Development and Urban Heritage of Venice beginner, intermediate, Richard Nielsen, in Modern and Contemporary upper-intermediate levels Boston College Times Massimo Brunzin, Guido Zucconi/Isabella di Venice International University Cooperative, Self-Subsidization, Lenardo, and Creative Leadership Università Iuav di Venezia Italian Fashion and Design Strategies For Arts and Cultural TBD Organizations Cultural Heritage and Legal Richard Nielsen, Systems Intercultural Communication Boston College Elena Buoso, TBD Università degli Studi di Padova * Training in UNESCO World Gender Studies Heritage Studies One Hundred Years of Chinese Martina Avanza, Giorgio Gianighian, Cinema: Subjectivity and Université de Lausanne Università Iuav di Venezia Collective Identities Hans Kühner, Ludwig-Maximilians-Universität

126 Academic Calendar

China and Europe – Trade, Fall 2015 Conflict, and Communication Orientation week Hans Kühner, September 7-11 Ludwig-Maximilians-Universität Opening Ceremony September 10 Historical Geography Courses begin of Jerusalem, Multicultural September 16 Heritage City Midterm break Gideon Biger, October 26 – October 30 Tel Aviv University Courses end December 11 National Borders in the Age Exam week of Transnationalism December 14-18 Gideon Biger, Tel Aviv University* National holidays November 1, November 21, History of Photography December 8 Carlo Alberto Zotti, Università degli Studi di Padova

Sports, Culture and Society Orin Starn, Duke University

Conservation of the Industrial Heritage Giovanni Luigi Fontana, Università degli Studi di Padova *

* Subject to approval of VIU Academic Council

127

City Libraries Most libraries are accessible to Marciana Museo Correr anyone for consultation, Public library and historical Art History, however they often require an documents, San Marco 52; identification card to be left at San Marco 7; tel. 041 2405211, the entrance. Many libraries do tel. 041 2407211, biblioteca.correr@comune. not lend books and only allow [email protected] venezia.it consultation. Almost all libraries n.it Monday, Wednesday and Friday have closed shelves and users Monday to Friday 08.10-19.00, 08.30-13.30, are expected to ask for books at Saturday 08.10-13.30 Tuesday and Thursday the desk after having consulted 08.30-17.00 the catalogues and filled out a Fondazione Cini request form. Arts and Humanities, Levi Foundation Isola di San Giorgio Maggiore; History of Music and Music tel. 041 2710255, Scores, [email protected] San Marco 2893; Monday to Friday tel. 041 7867- 47/46, 09.00-16.30 [email protected] Monday to Friday Querini Stampalia 09.00-16.30; general public library with some by appointment only, open shelves, in the afternoon Santa Maria Formosa, Castello 5252; Archives of the Biennale tel. 041 2711411, Archivio Storico delle Arti [email protected] Contemporanee - ASAC Tuesday to Saturday VEGA Parco Scientifico 11.00-23.00, Tecnologico di Venezia Sunday Via delle Industrie, Marghera; 11.00-19.00 Tuesday and Wednesday 09.00-17.00; by appointment only (tel.041 5218790 or e-mail consultazione.asac @labiennale.org)

130 Libraries of Università Ca’ Foscari Venezia

Cultural Flow Zone (CFZ) multimedia room with 30 pcs, reference assistance, databases, The Cultural Flow Zone (CFZ) reference assistance for photocopying and scanning was restored in 2005 and is databases and photocopying. facilities. made of four different spaces, Fondamenta San Giobbe, Malcanton Marcorà complex, the so-called “Tese”. It has a Cannaregio 873, Venice Dorsoduro 3484/D, Venice reading room with over 300 tel. 041 2348763, tel. +39 041 234 5613 places, 24 computers with [email protected] [email protected], internet connectivity, www.unive.it/bec www.unive.it/baum photocopying and multimedia Opening Hours: Opening Hours: facilities and it has a large from Monday to Friday from Monday to Friday selection of bibliographic 8.30 am - 19.45 pm 8.30 am – 24.00; and electronic resources. Saturday 9.00 am to 13.00 Saturday 9.00 am - 13.00 Zattere, Dorsoduro 1392, Venice Notice: Reference: tel. +39 041 234 5820 / 5811, from Monday to Friday from Monday to Friday [email protected] 6.15 pm - 19.45 8.30 am - 18.30; www.unive.it/cfz and on Saturdays: reference, Saturday 9.00 am - 13.00 Opening Hours: photocopying and book return (with the exception of the from Monday to Friday services only. underground floors) 9.00 am - 24.00 Book loans: Saturday 9.00 am to 20.00 Library of Humanities (BAUM) from Monday to Friday Sunday 2.00 pm to 24.00 The Library of Humanities 8.30 am - 18.15 Notice: (BAUM) is located in the Self-access photocopying: quick reference, book loans Malcanton Marcorà complex from Monday to Friday and returns, library registration, and has a total surface of 2500 8.30 am - 24.00; information and other services sq m, two underground floors Saturday 9.00 am - 13.00 only from Monday to Friday and 300 places. The Library of Self-access scanning and 9.00 am - 6.30 pm Humanities includes over printing: 300,000 books, 3,651 journals from Monday to Friday Library of Economics (BEC) and 600 electronic journals 8.30 am – 24.00; The Library of Economics (BEC) available on the university Saturday 9.00 am - 13.00 has around 120,000 volumes network. A significant part of and 1,700 periodicals in the the books and all the magazines following disciplinary areas: are open-shelf and they belong Economics, Business to the following disciplinary Management, Statistics, areas: Philosophy, History, Art, Marketing, Accounting, Finance Italian Studies, Philology, Arts, and so on. The Library offers Social Sciences and so on. The many different services, such as: Library of Humanities offers book loans, book reference, many different services, such as: bibliographical assistance, a book loans, book reference,

131 Library of Foreign Languages and Literatures (BALI)

Library of Mathematical, Physical Library of the Inter-University The Library of Foreign and Natural Sciences (BAS) Center for Studies on the Languages and Literatures (BALI) The collection of the Library of Culture Veneto (CISVe) includes the following libraries: Mathematical, Physical and Palazzo Minich, Natural Sciences (BAS) includes San Marco 2940, Venice Library of Anglo-American, resources in the following tel. 041 234 7596 / 7597, Iberian and Slavic Studies scientific areas: Chemistry, [email protected] (AMERIBE) Physics, Nanotechnologies, Opening Hours: Ca’ Bernardo, Environmental Sciences, from Monday to Friday 10.00 am Dorsoduro 3199, Venice Materials Sciences and so on. It – 13.00 Contacts: has two different buildings - one tel. +39 041 234 9428 / 9482 in Venice and another in Mestre - Historical Library [email protected] and offers various services, such Ca’ Foscari Historical Library was Opening hours: as book loans, book reference, established in 1868 with the from Monday to Friday reference assistance, databases foundation of the University. The 9.00 am - 18.00 and photocopying facilities. Historical Library includes about Additional library services till Santa Marta 2137, Venice, 80,000 books and periodicals 17.30 only via Torino 155, Mestre from the sixteenth to the mid- tel. +39 041 234 8516 twentieth century. It also Library of European (Santa Marta) / 8454 (via Torino); includes 21 collections given by andPostcolonial Studies (SLLEP) [email protected] university professors and Palazzo Cosulich, Opening Hours: Rectors. Zattere - Dorsoduro 1405, Venice Santa Marta: from Monday Ca’ Bernardo, Dorsoduro 3199, tel. +39 041 234 7819 / 7827 to Friday 8.30 am - 19.00; Venice [email protected] via Torino: from Monday Opening hours: Opening hours: to Friday 8.30 am - 18.30 from Monday to Friday 9.00 am from Monday to Friday - 17.00 (admittance by 9.00 am - 18.00 European Documentation appointment only) Center (CDE) tel. +39 041 234 5832, Library of Language Sciences c/o Library of East Asian Studies [email protected] (SC-LING) (ASIA-OR) Ca’ Bembo, Palazzo Vendramin dei Carmini, Dorsoduro 1075, Venice Dorsoduro 3462, Venice tel. +39 041 234 5746 tel. +39 041 234 9503, [email protected] [email protected] Opening hours: Opening Hours: from Monday to Friday 9.00 am Monday to Friday - 18.00 9.00 am - 19.00 Document research by appointment only

132 Libraries of Università Iuav di Venezia

Library of Eurasian Studies Central Library History of Architecture Library (EURASIA) Tolentini, S. Croce 191; closed shelves Ca’ Cappello, San Polo 2035, tel. 041 2571104, Palazzo Badoer, Venice [email protected] Calle della Laca, S. Polo 2468; tel. +39 041 234 8852 Reading Room: tel. 041 257-1423/ -1430, [email protected] Monday to Friday 09.00-24.00 [email protected] Opening hours: Consultation and loans: Reading Room: from Monday to Friday Monday to Friday 09.00-20.00 Monday to Friday 09.30-18.30 8.00 am - 20.00; Reserve Room: Consultation and loans: Saturday 8:00 am - 14.00 Monday to Friday 09.00-18.30 Monday to Friday Additional library services only 09.30-18.30 from Monday to Thursday 9.00 Urban Planning Library, am - 17.00 “G. Astengo” and Friday 9.00 am - 14.00 Temporarily at Tolentini, S. Croce 191; Library of East Asian Studies [email protected] (ASIA-OR) Palazzo Vendramin dei Carmini, Architectural Planning Library Dorsoduro 3462, Venice closed shelves tel. +39 041 234 9551 / 9503 Ex Cotonificio Veneziano, [email protected] S. Marta, Dorsoduro 2196; Opening hours: 041 2571008, from Monday to Friday [email protected] 9.00 am - 19.00 Reading Room: Additional library services till Monday to Friday 09.30-18.30 17.30 only Consultation and loans: Monday to Friday 09.30-18.30

133 Monday Tuesday

9.15-10.45 S1506 Italian for Foreigners (beginner S1506 Italian for Foreigners (beginner and intermediate), and intermediate), Brunzin/Facen/Meneghetti Brunzin/Facen/Meneghetti S1515 Introduction to Economic S1508 Gender Studies, Levenson Growth, Borisov/Vymyatnina

11.00-12.30 S1506 Italian for Foreigners S1506 Italian for Foreigners (beginner and intermediate), (beginner and intermediate), Brunzin/Facen/Meneghetti Brunzin/Facen/Meneghetti S1522 Psychology of Decision Making S1514 Globalization, Environment in Complex World: Introduction to and Sustainable Development, Behavioral Decision Theory, Takemura Musu/Mannino S1501 History of Venice, Pes S1510 Literature and the City: A Global Perspective, Gomel

13.30-15.00 S1518 Coastal Wetlands, Lagoons and S1519 Introduction to Satellite Estuaries: Environmental Monitoring Remote Sensing of Coastal and Management, Silvestri Environments, Silvestri S1512 Globalization, Ethics, Welfare S1511 Identity, Heritage and and Human Rights, Coin Globalization, Levenson S1521 Good Decision Making S1503 Venice and the Republican in Uncertain World: Introduction to Tradition, Zoeller Normative Decision Theory, Takemura

15.15-16.45 S1504 Italian Contemporary History S1509 Comparing East and West, in Films, Pes De Rosa S1517 Cities, Global Change and S1502 Art and Architecture in Sustainable Development, Turvani Renaissance Venice, Schofield S1520 Principles of Economics S1524 Law and Liberty. Political for Non-Economists, Freedom in the Modern Tradition, Borisov/Vymyatnina Zoeller

15.15-18.30 S1513 Global Governance for Peace and Security, Cooperation and Development, Pavone

17.00-18.30 VIU Movie Series S1516 Globalization and Movies on Italy and Venice and Competitiveness: Global Value movies proposed by VIU Chains, Micelli/Buciuni international students body in S1507 Intercultural Communication, original language with English Scarpa subtitles S1523 Science Fiction and Postmodernity, Gomel

134 Weekly Schedule

Wednesday Thursday Friday

S1506 Italian for Foreigners S1506 Italian for Foreigners Site visits, field trips: (beginner and intermediate), (beginner and intermediate), Site visits and field trips related to Brunzin/Facen/Meneghetti Brunzin/Facen/Meneghetti courses are arranged on Fridays. S1515 Introduction to Economic S1508 Gender Studies, Levenson Growth, Borisov/Vymyatnina Rescheduled classes: There will be 2 Fridays during the S1506 Italian for Foreigners S1506 Italian for Foreigners semester dedicated to rescheduled (beginner and intermediate), (beginner and intermediate), lectures: Brunzin/Facen/Meneghetti Brunzin/Facen/Meneghetti Friday, April 24 S1522 Psychology of Decision Making S1514 Globalization, Environment Friday, May 8 in Complex World: Introduction to and Sustainable Development, Behavioral Decision Theory, Takemura Musu/Mannino VIULIFE S1501 History of Venice, Pes S1510 Literature and the City: Co-Curricular Program A Global Perspective, Gomel VIU will also organize a series S1518 Coastal Wetlands, Lagoons and S1519 Introduction to Satellite of co-curricular activities on Fridays Estuaries: Environmental Monitoring Remote Sensing of Coastal during the semester. and Management, Silvestri Environments, Silvestri S1512 Globalization, Ethics, Welfare S1511 Identity, Heritage Visits to: and Human Rights, Coin and Globalization, Levenson Palazzo Ducale S1521 Good Decision Making in S1503 Venice and the Republican Ghetto Uncertain World: Introduction to Tradition, Zoeller St. Mark Basilica Normative Decision Theory, Takemura Biennale of Architecture of Venice Lagoon Tour S1504 Italian Contemporary History S1509 Comparing East and West, Port of Venice and MOSE Tour in Films, Pes De Rosa Palladian Villas, Vicenza S1517 Cities, Global Change and S1502 Art and Architecture trip to Padua Sustainable Development, Turvani in Renaissance Venice, Schofield S1520 Principles of Economics S1524 Law and Liberty. Political for Non-Economists, Freedom in the Modern Tradition, Borisov/Vymyatnina Zoeller

VIULIFE S1516 Globalization NATIONAL and LOCAL PUBLIC Co-curricular Program: and Competitiveness: Global Value HOLIDAYS: Open Lectures Chains, Micelli/Buciuni April 6, April 25, May 1. Guest Lectures S1507 Intercultural Communication, Cultural Events Scarpa Midterm break: Transcultural game S1523 Science Fiction and April 6-10. Postmodernity, Gomel

135 February March

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Orientation Week 17 Orientation Week 18 Orientation Week 19 Opening Ceremony 20 Orientation Week 21 22 23 Courses begin 24 25 26 27 28 29 30 31

136 Academic Calendar Spring 2015

April May

Midterm break Midterm break Midterm break Midterm break Midterm break

Courses end

National holidays Exam week Exam week Exam week Exam week Exam wee

137 Index courses

14, 20, 126, 134, 135 Art and Architecture in Renaissance Venice 127 China and Europe – Trade, Conflict, and Communication 15, 87, 134, 135 Cities, Global Change and Sustainable Development 127 Conservation of the Industrial Heritage 125 Coaching in complex systems 15, 95, 134, 135 Coastal Wetlands, Lagoons and Estuaries: Environmental Monitoring and Management 14, 46, 126, 134, 135 Comparing East and West 126 Cooperative, Self-Subsidization, and Creative Leadership Strategies For Arts and Cultural Organizations 126 Cultural Heritage and Legal Systems 125 Cutting Edge Language Research – Goals and Tools of Modern Linguistics 126 Digital Networking and the Regions 126 Digital Tools for Humanities 124 Drawings from the Venetian Masters 126 Economics and Management of the Arts 124 Environmental Management in a Changing World: Coping with Sea Level Rise 124 Food for thought: Understanding Italian Society and Culture through its food 14, 43, 126, 134, 135 Gender Studies 125 German and International Tort Law 14, 64, 126, 134, 135 Global Governance for Peace and Security, Cooperation and Development 15, 82, 134, 135 Globalization and Competitiveness: Global Value Chains 15, 70, 134, 135 Globalization, Environment and Sustainable Development 14, 59, 126, 134, 135 Globalization, Ethics, Welfare and Human Rights 15, 112, 134, 135 Good Decision Making in Uncertain World: Introduction to Normative Decision Theory 127 Historical Geography of Jerusalem, Multicultural Heritage City 127 History of Photography

138 14, 18, 126, 134, 135 History of Venice 14, 56, 126, 134, 135 Identity, Heritage and Globalization 14, 37, 126, 134, 135 Intercultural Communication 15, 79, 134, 135 Introduction to Economic Growth 15, 104, 134, 135 Introduction to Satellite Remote Sensing of Coastal Environments 14, 26, 126, 134, 135 Italian Contemporary History in Films 14, 126 Italian Fashion and Design 14, 29, 126, 134, 135 Italian for Foreigners – beginner, intermediate, upper intermediate levels 121, 134, 135 Law and Liberty. Political Freedom in the Modern Tradition 14, 52, 134, 135 Literature and the City: A Global Perspective 127 National Borders in the Age of Transnationalism 126 One Hundred Years of Chinese Cinema: Subjectivity and Collective Identities 125 Organizational Development: Theory and Practice 125 Paul Celan – Poetry, Translation, Reading 125 Perception, Context and Cognition – Contemporary Issues 15, 109, 134, 135 Principles of Economics for Non-Economists 15, 115, 134, 135 Psychology of Decision Making in Complex World: Introduction to Behavioral 15, 118, 134, 135 Decision Theory 15, 118, 134, 135 Science Fiction and Postmodernity 125 Spectacular Catastrophe and Cataclysmic Spectacle 127 Sports, Culture and Society 126 The Architectural and Urban Heritage of Venice in Modern and Contemporary Time 124 The Imaginary City: Why Writers Love Venice 126 Training in UNESCO World Heritage Studies 14, 23, 134, 135 Venice and the Republican Tradition. Self-Governance and Empire in Ancient and Modern Political Philosophy 125 Visualizing Venice: The Biennale and the City

139 Index names

151 Selina Angelini 151 Alessandro De 151 Francesco Rossi Antinucci 151 Luca De Pietro 126 Martina Avanza 151 Cristina Di Gioia 125 Michael Auer 151 Lucia Di Gioia 126 Caterina Balletti 151 Eleonora Di Maria 151 Yves Bégin 126 Isabella di Lenardo 126 Bruno Bernardi 124 Chiara Di Stefano 151 Marco Bettiol 151 Hélène Duci 127 Gideon Biger 125 Jörg Dünne 15, 79, 109 Kirill Borisov 151 Jasmine El Din 151 Elena Bovolenta 14 Valentina Facen 125 Felix Brodbeck 151 Daniela Falconi 151 Agar Brugiavini 124 Luciana Fellin 14, 29 Massimo Brunzin 127 Giovanni Luigi 125 Caroline Bruzelius Fontana 15, 82 Giulio Buciuni 151 Igor Folca-Nash 126 Elena Buoso 151 Alessandra 124 Donatella Calabi Fornetti 151 Elisa Carlotto 124 Ludovica Galeazzo 151 Carlo Carraro 8 Elisa Gamba 151 Silvia Casalini 8, 126 Giorgio Gianighian 124 Nicolas Cassar 14, 15, 118 Elana Gomel 151 Matteo Cavalieri 125 Johannes Haag 8 Antoinette Charon 125 Johannes Hager Wauters 126, 127 Kenji Hashimoto 151 Marina Chiarvesio 125 Gesine Hindermith 151 Corrado Clini 151 Bernd Huber 151 Marco Codognato 151 Masakazu Iino Perissinotto 125 Hannah Jacobs 151 Nili Cohen 125 Judith Kasper 15, 59 Francesca Coin 151 He Kebin 124 Alston Conley 124 Richard Keeley 151 Catherine Cornille 151 Oleg Kharkhordin 151 Giancarlo Corò 126, 127 Hans Kühner 124 Andrea D’Alpaos 151 Daniele Lando 14, 46 Agostino De Rosa 14, 43, 56 Deborah Levenson

140 Index names

8 Yi Liu 124 Mario Putti 151 Ilda Mannino 151 Andrea Rubini 124 Marco Marani 151 Enzo Rullani 151 Massimo 126 Barbara Savy Martinelli 14, 37 Ludovica Scarpa 151 Marcello Masiero 125 Mechthild Schäfer 125 Erasmus Mayr 8 Hava Shani 8 Natalia Mazur 14, 20 Richard Schofield 151 Marco Mazzarino 125 Tom Schreibler 151 Orla McLaughlin 125 Stephan Sellmaier 16 Claudia 151 Aron Shai Meneghetti 151 Fang Shouen 151 Gilbert Merkx 124 Brian Silliman 15, 82 Stefano Micelli 15, 95, 104, 124 Sonia Silvestri 151 Philippe Moreillon 151 Alessandro 151 Ourida Mostefai Spezzamonte 124 Brian C. Murray 126, 127 Orin Starn 15, 70, 124 Ignazio Musu 151 Tea Stifanic 124 Kevin Newmark 124 Victoria Szabo 126 Richard Nielsen 15, 112, 115 Kazuhisa Takemura 151 Stephen Nowicki 15, 87 Margherita Turvani 125 Mark Olson 151 Katsuichi Uchida 8 Sara Ovidi 8 Giovanna 124 William Pan Valenzano 126 Alessandra 151 Hans Van Ess Pattanaro 151 Umberto Vattani 8 Alvise Perosa 15, 79, 109 Yulia Vymyatnina 125 Gesa-Kristina 8 Claudia Petersen Wernthaler 14, 19, 26, 126 Luca Pes 8 Maho Yoshikawa 8 Larry Pickener 151 Giuseppe Zaccaria 151 Antonio Picerni 151 Francesca 151 Giovanna Zaccariotto Pietrobon 125 Dietmar Zaefferer 8 Dalida Poirier 151 Francesca Zennaro 151 Riccardo Pozzo 14, 15, 23, 121 Günter Zöller 8 Susan Pratt 126 Guido Zucconi

141 142 Notes

143 144 Notes

145 146 Notes

147 148 Notes

149 VIU members

Boston College (USA) Duke University (USA) European University at St. Petersburg (Russian Federation) Institut National de la Recherche Scientifique (Canada) Ludwig-Maximilians-Universität (Germany) Tel Aviv University (Israel) Tongji University (China) Tsinghua University (China) Università Ca’ Foscari Venezia (Italy) Université de Lausanne (Switzerland) Università degli Studi di Padova (Italy) Università Iuav di Venezia (Italy) Waseda University (Japan) Ministry for the Environment, Land and Sea (Italy) National Research Council (Italy) Provincia di Venezia (Italy)

150 Governing Bodies Board of Auditors School of Humanities and Social Umberto Vattani Daniela Falconi Sciences President President Luca Pes Francesca Zaccariotto Marco Codognato Perissinotto SHSS Director and Assistant Dean Vice President Andrea Rubini Orla McLaughlin Dean Associate Director Board of Directors, Agar Brugiavini Cristina Di Gioia chaired by the President Program Coordinator Agar Brugiavini Institutional Affairs Hélène Duci Carlo Carraro Igor Folca-Nash Tea Stifanic Corrado Clini Head of Office Program Assistants Bernd Huber Giovanna Pietrobon Elena Bovolenta He Kebin Assistant Librarian Oleg Kharkhordin Massimo Martinelli Administration TeDIS Research Center Gilbert Merkx Alessandro Spezzamonte Enzo Rullani Ourida Mostefai Director of Administration President Riccardo Pozzo Jasmine El Din Stefano Micelli Aron Shai Administrative Assistant Director Fang Shouen Lucia Di Gioia Margherita Turvani Logistics, Facilities and Associate Director Katsuichi Uchida Conference Services Matteo Cavalieri Giuseppe Zaccaria Igor Folca-Nash Project Controller Facilities Manager Academic Council, Silvia Casalini Research Team chaired by the Dean Conference Coordinator Marco Bettiol Francesco Antinucci Marina Chiarvesio Yves Bégin Network and Systems Giancarlo Corò Nili Cohen Administration Luca De Pietro Catherine Cornille Antonio Picerni Eleonora Di Maria Giorgio Gianighian Web Project Manager Marco Mazzarino Masakazu Iino Alessandro De Rossi Yi Liu Network Administration TEN Research Center Natalia Mazur Daniele Lando Ignazio Musu Philippe Moreillon Database Administration President Stephen Nowicki Marcello Masiero Alessandra Fornetti Alvise Perosa Technical Support Director Giovanna Valenzano Ilda Mannino Hans Van Ess Scientific Coordinator Ruiguang (Alberto) Wang Elisa Carlotto Program Coordinator Selina Angelini Francesca Zennaro Tea Stifanic Researchers/Program Assistants

151